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Containing 

Courses  of  Study 

For  the  High  Schools  of 


West  Virginia 


PREPARED  BY  THE  STATE  BOARD  OF  EDUCATION 
AND  ISSUED  BY  THE 

Department  of  Free  Schools 

M.  P.  9HAWKEY,  STATE  SUPERINTENDENT. 

1912 


m 


A MANUAL 


CONTAINING 

THE  COURSES  OF  STUDY 

FOR  THE 

HIGH  SCHOOLS 

— OF — 

WEST  VIRGINIA 


PREPARED  BY  THE 

STATE  BOARD  OF  EDUCATION 

AND  ISSUED  BY  THE 

STATE  DEPARTMENT  OF  FREE  SCHOOLS 
M.  P.  Shawkey,  State  Superintendent. 

Issued  1909 
Revised  1912. 

STATE  BOARD  OF  EDUCATION 


M.  P.  SHAWKEY,  Exofficio,  Chairman  Charleston 
SUPT.  J.  D.  GARRISON,  Secretary,  Sistersville 
SUPT.  C.  R.  MURRAY,  Williamson 


SUPT.  H.  B.  WORK,  Wheeling 
DR  J.  N.  DEAHL,  Morgantown 
PRIN.  L.  W.  BURNS,  Montgomery. 


Union  Publishing  Co.,  Charleston,  W.  Ya. 


Y(  StLSw*- 
\3 


INTRODUCTION. 


An  act  of  the  Legislature  of  1908  creating  a State  Board  of 
Education  provides  that  the  Board  shall  constitute  a committee 
on  program  of  studies,  and  shall  prescribe  a program  of  Studies 
for  the  public  schools  of  the  State  including  the  primary,  graded, 
intermediate,  and  high  schools.  In  compliance  with  the  act  re- 
ferred to  above  the  State  Board  of  Education  has  prepared  the 
first  official  program  of  studies  for  the  high  schools  of  West  Vir- 
ginia. The  present  program  is  a revision  of  the  former. 

M.  P.  SHAWKEY,  Chairman. 

J.  D.  GARRISON,  Secretary. 

J.  N.  DEAHL. 

H.  B.  WORK. 

C.  R.  MURRAY. 

L.  W.  BURNS. 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/manualcontaining00west_2 


PROGRAMS  OF  STUDIES 


THE  AIM  OF  THE  HIGH  SCHOOL. 

The  purpose  of  a high  school  is  to  afford  to  boys  and  girls  an 
opportunity  to  prepare  themselves  more  fully  for  life  than  the  ele- 
mentary school  will  permit.  The  three  or  four  years  immediately 
following  the  elementary  school  period  have  been  found  to  be 
unsuccessful  for  those  who  leave  school  to  enter  upon  life  duties. 
There  is  a waste  of  energy  and  time  that  neither  the  state  nor 
society  can  afford.  The  remedy  is  to  keep  the  pupils  in  a proper 
school.  This  period  of  youth  is  also  the  one  in  which  character 
is  formed.  It  is  even  of  more  importance  for  the  boys  and  girls 
to  be  in  school  during  adolescence  than  in  the  elementary  school  of 
childhood.  The  problem  is  to  furnish  the  right  kind  of  school. 
The  organization  and  proper  aim  of  studies  in  the  high  school 
must  make  it  possible  for  a larger  number  of  boys  and  girls  to 
pursue  its  course  with  profit  to  themselves.  To  this  end  the  school 
must  impart  knowledge  to  secure  efficiency,  develop  interest  to 
secure  motive  and  effort,  encourage  and  instill  culture  to  secure 
balance  and  poise  of  mind. 

The  problem  of  the  high  school  is  to  find  subjects  for  study  that 
pupils  can  pursue  with  profit.  The  subjects  of  study  must  be 
suited  or  adapted  to  the  capacity  of  the  pupil  or  no  knowledge  or 
interest  or  culture  will  be  acquired.  The  value  of  the  study  de- 
pends upon  its  adaption  to  the  pupil.  The  knowledge  of  most 
value  to  the  pupil  is  that  which  he  can  most  thoroughly  acquire; 
the  interest  that  enriches  life  most  is  furnished  in  largest  measure 
by  the  school  subjects  that  the  pupil  can  best  comprehend  and 
understand;  the  culture  that  refines  and  ennobles  life  most  is  ob- 
tained in  the  pursuit  of  those  subjects  in  which  the  pupil  can  get 
the  clearest  insight  of  the  world  in  which  he  lives.  The  cultured 
person  of  the  twentieth  century  is  the  one  who  can  meet  the  situ- 
ations in  life,  the  problems  of  our  present  civilization,  with  keen 
discrimination,  large  tolerance,  and  effective  service. 


High  School  Manual 


6 


ADMISSION  REQUIREMENTS. 

The  requirements  for  admission  to  the  high  school  should  be 
flexible  that  no  one  may  be  deprived  of  educational  opportunity. 
The  minimum  requirements  should  be  that  the  pupil  is  prepared  or 
able  to  pursue  some  one  or  more  of  the  subjects  in  the  high  school 
with  profit  to  himself.  The  maximum  should  be  the  successful 
completion  of  an  elementary  school  program  of  studies  or  its 
equivalent. 

REQUIREMENTS  FOR  GRADUATION. 

There  should  be  both  a minimum  and  a maximum  standard  for 
graduation  from  a high  school.  The  diploma  should  be  awarded 
for  the  completion  of  eight,  twelve,  or  sixteen  units  in  the  pro- 
gram of  studies,  in  a two  year,  three  year,  or  four  year  high  school 
respectively,  at  four  different  grades,  as  follows : 

(1)  A diploma  awarded  on  a general  average  of  65%,  mini- 

mum grade  60%. 

(2)  A diploma  with  credit  awarded  on  a general  average  of 

75%,  minimum  grade  70%. 

(3)  A diploma  with  honor  awarded  on  a general  average  of 

80%,  minimum  grade  75%. 

(4)  A diploma  with  highest  honor  awarded  on  a general  aver- 

age of  90%,  minimum  grade  80%. 

STANDARD  HIGH  SCHOOLS. 

A standard  high  school  is  one  offering  a number  of  units  of  which 
fifteen  are  required  for  graduation.  There  should  be  not  fewer 
than  four  teachers,  and  the  teaching,  the  teaching  corps,  and  the 
equipment  of  the  school  should  meet  the  regulations  indicated  be- 
low. Four  years  of  thirty-six  weeks  are  required  for  the  average 
pupil  to  complete  the  fifteen  units ; the  exceptionally  bright  pupil 
may  complete  in  three  years,  while  the  slow  pupil  may  take  five. 
In  schools  where  physical  training  and  chorus  singing  are  offered, 
it  is  probably  well  to  require  as  many  as  sixteen  units  for  gradu- 
ation ; these  subjects  should  be  given  credit. 

There  are  many  advantages  in  having  the  high  school  year  to 
consist  of  thirty-six  weeks,  even  if  the  grades  do  not  continue 
for  the  same  length  of  time.  However,  a high  school  can  organ- 
ize its  work  for  a twenty-four  week  or  thirty-six  week  year  so  that 
its  pupils  may  finish  a two  year  program  of  thirty -six  weeks  in  three 


and  Course  of  Study. 


7 


years  or  less;  a three  year  program  may  be  finished  in  about  four 
years  or  less ; a four  year  program  in  six  years  or  less  time. 

The  character  of  the  work  done  in  a small  high  school  in  which 
the  teaching  force  is  not  large  may  be  improved  by  alternating 
some  of  the  subjects.  For  example,  if  but  one  unit  of  mathematics 
or  one  unit  of  biology,  or  botany,  or  physics,  etc.,  is  offered  it  may 
be  given  every  other  year.  A plan  of  this  kind  may  be  provided 
for  in  organizing  the  program  of  studies  and  the  daily  schedule 
of  recitations.  This  will  enable  teachers  to  keep  the  number  of 
their  daily  recitations  within  the  limit  of  five  or  six  per  day  and 
thereby  do  better  teaching. 

HIGH  SCHOOL  REGULATIONS. 

1.  All  programs  of  studies  should  be  on  the  unit  basis  of 
eighteen  or  thirty-six  week  courses. 

2.  No  changes  in  the  organization  of  courses  should  be  made, 
that  would  operate  unfavorably  to  pupils  already  in  high  Schools. 

3.  No  teacher  should  conduct  more  than  five,  at  most  six,  reci- 
tations per  day.  The  recitation  periods  should  be  at  least  forty 
minutes  in  length. 

4.  High  school  teachers  should  be  graduates  of  standard  col- 
leges or  their  equivalent  and  have  adequate  professional  educa- 
tion. 

5.  The  equipment  of  high  schools  should  be  such  in  libraries, 
laboratories,  etc.,  as  required  by  the  supervisor  of  high  schools. 

6.  No  subject  should  be  offered  for  less  than  one  half  year. 

7.  Algebra  and  Geometry  should  not  be  offered  for  more  than 
one  and  one-half  years  each. 

8.  No  science  should  be  offered  for  less  than  one  full  year. 

9.  No  foreign  language  should  be  offered  for  less  than  two  full 
years  and  no  diploma  credit  should  be  given  for  less  than  one 
year. 

10.  In  offering  history  in  the  high  school  preference  should  be 
given  in  the  following  order:  American  History,  English  His- 
tory, Mediaeval  History,  Ancient  History. 

11.  English  should  be  studied  during  the  entire  period  of  four, 
three,  two  years,  respectively,  with  at  least  four  recitation  periods 
per  week. 

PRESCRIBED  UNITS. 

A unit  represents  the  work  done  in  a subject  in  a high  school  in 


8 


High  School  Manual 


thirty-six  weeks  of  five  recitations  per  week,  with  recitations  of 
at  least  forty  minutes  in  length;  half  a unit  would  represent  eigh- 
teen weeks’  work.  The  amount  of  work  necessary  to  secure  a unit 
credit  for  graduation  will  be  indicated  in  the  detailed  statement  of 
subjects. 

Not  fewer  than  five  units  nor  more  than  ten  of  the  fifteen  neces- 
sary for  graduation  from  a four  year  high  school  may  be  prescribed. 
These  may  be  selected  from  the  following  groups  of  subjects: 

Minimum  number  of  prescribed  units  (5). 

English 3 units. 

Science,  or  Industrial  Subjects 1 unit. 

History,  (American  History  and  Civics,  and 

English  History.) 1 unit. 

Maximum  number  of  prescribed  units  (10). 

English 4 units. 

Mathematics,  (Algebra  1,  Geometry  1.)  . . .2  units. 

Science,  or  Industrial  Subjects 2 units. 

History,  (American  History  and  Civics,  and 
English  History.) 2 units. 

ELECTIVE  UNITS. 


The  remaining  five  or  more  units  necessary  for  graduation  may 
be,  selected  from  the  following  groups  of  subjects: 

Mathematics 1 more  unit. 

Foreign  Languages,  (Latin  3,  German  2, 

French  3.) 2 or  3 more  units. 

Science 2 more  units. 

History 2 more  units. 

Industrial  Subjects 3 more  units. 

Art,  (Music,  Drawing) 2 units. 

REQUIREMENTS  FOR  THREE  TEAR  HIGH  SCHOOLS. 

There  shall  be  not  more  than  seven  units  of  the  eleven  neces- 
sary for  graduation  prescribed.  These  may  be  selected  from  the 
following  groups  of  subjects: 

English 3 units. 

Mathematics 1 unit. 

History 2 units. 

Science 2 units. 

Industrial  Subjects 2 units. 


and  Course  of  Study. 


9 


The  remaining  four  electives  may  be  chosen  from  the  following 


subjects : 

Mathematics T 2 more  units. 

Industrial  Subjects 2 more  units. 

Latin  or  German,  or  French 3 units. 

History 1 more  unit. 

Science 1 more  unit. 

Art 2 units. 


REQUIREMENTS  FOR  TWO  YEAR  HIGH  SCHOOLS. 

There  shall  be  not  more  than  five  units  prescribed  to  be  selected 
from  the  following : 

English 2 units. 

Mathematics 1 unit. 

History 1 “ 

Science 1 “ 

Industrial  Subjects 1 11 

The  electives  may  be  chosen  from  the  following  subjects : 

Mathematics 1 more  unit. 

Latin  or  German,  or  French 2 units. 

Science 1 more  unit. 

Industrial  Subjects 1 “ “ 

History 1 “ 

Art 1 unit. 


30 


High  School  Manual 


TYPE  PROGRAMS 


FOUR  YEAR  PROGRAM. 
First  Year. 


First  Semester. 

English  4 
Algebra  5 

Biology  5 (Elementary  Botany, 
Zoology  and  Physiology) 
History  5 

Latin  or  German  or  French  5 
Commercial  Arithmetic  4 
Typewriting  1 
Drawing  1 
Music  1 


Second  Semester. 

English  4. 

Algebra  5. 

Biology  5 (Elementary  Botany, 
Zoology  and  Physiology) 
History  5. 

Latin  or  German  or  French  5 
Commercial  Geography  4 
Typewriting  1 
Drawing  1 
Music  1 


Second  Year. 


English  4 
Geometry  5 
Botany  5 
History  5 

Physiography  5 (Physical  Geo- 
graphy and  Elementary 
Geology) 

Latin  or  German  or  French  5 
Bookkeeping  4 
Industrial  History  1 
Drawing  3 
Music  1 

Third 

English  4 
Algebra  5 
Chemistry  5 
History  5 

Latin  or  German  or  French  5 

Designing  3 

Stenography  4 

Typewriting  1 

Drawing  3 

Music  3 


English  4 
Geometry  5 
Botany  5 
History  5 

Physiography  5 (Physical  Geo- 
graphy and  Elementary 
Geology) 

Latin  or  German  or  French  5 
Bookkeeping  4 
Industrial  History  1 
Drawing  1 
Music  1 

Year. 

English  4 
Geometry  5 
Chemistry  5 
History  5 

Latin  or  German  or  French  5 
Designing  3 
Stenography  4 
Typewriting  1 
Drawing  1 
Music  3 


and  Course  of  Study. 


11 


Fourth  Year. 


English  4 
Fhysics  5 
Agriculture  5 

American  History  and  Civics  5 
Domestic  Science  and  Art  5 
Latin  or  German  or  French  5 
Mechanical  Drawing  3 j 
Manual  Training  4 
Commercial  Law  4 
Zoology  4 
Drawing  1 
Music  1 


English  4 
Physics  5 
Agriculture  5 

American  History  and  Civics  5 
Domestic  Science  and  Art  5 
Latin  or  German  or  French  5 
Mechanical  Drawing  3 1 
Manual  Training  4 j 
Business  Corresponding  and 
Stenography  4 
Zoology  4 
Drawing  1 
Music  1 


THREE  YEAR  PROGRAM. 
First  Year. 


First  Semester. 

English  5 
Algebra  5 
Biology  5 
History  5 

Latin  or  German  or  French  5 
Commercial  Arithmetic  4 
Typewriting  1 
Drawing  1 
Music  1 


Second  Semester. 

Algebra  5 
English  5 
Biology  5 
History  5 

Latin  or  German  or,  French  5 
Commercial  Geography  4 
Typewriting  1 
Drawing  1 
Music  1 


Second  Year. 


English  5 
Geometry  5 
Physiography  5 
History  5 
Chemistry  5 

Latin  or  German  or  French  5 
Industrial  History  1 
Bookkeeping  4 
Drawing  1 
Music  1 


English  5 
Geometry  5 
Physiography  5 
History  5 
Chemistry  5 

Latin  or  German  or  French  5 
Industrial  History  1 
Bookkeeping  4 
Drawing  1 
Music  1 


12 


High  School  Manual 


Third  Tear. 


English  5 
Algebra  5 
Physics  5 
History  5 
Agriculture  5 

Domestic  Science  and  Art  5 

Latin  or  German  or  French  5 

Stenography  4 

Typewriting  1 

Drawing  1 

Music  1 


English  5 
Algebra  5 
Physics  5 
History  5 
Agriculture  5 

Domestic  Science  and  Art  5 
Latin  or  German  or  French  5 
Stenography  4 
Typewriting  1 
Drawing  1 
Music  1 


TWO  YEAR  PROGRAM. 
First  Year. 


First  Semester. 

English  5 
Algebra  5 
Biology  5 
History  5 

Latin  or  German  or  French  5 
Commercial  Arithmetic  4 
Typewriting  1 
Drawing  1 
Music  1 


Second  Semester. 

English  5 
Algebra  5 
Biology  5 
History  5 

Latin  or  German  or  French  5 
Commercial  Geography  4 
Typewriting  1 
Drawing  1 
Music  1 


Second  Year. 


English  5 
Geometry  5 
Physiography  5 
Agriculture  5 
History  5 

Latin  or  German  or  French  5 
Bookkeeping  3 
Stenography  2 
Drawing  1 
Music  1 


English  5 
Geometry  5 
Physiography  5 
Agriculture  5 
History  5 

Latin  or  German  or  French  5 
Bookkeeping  3 
Stenography  2 
Drawing  1 
Music  1 


and  Course  of  Study. 


13 


COURSE  OF  STUDY 

ENGLISH. 

The  elements  of  a course  of  study  in  English  are  grammar,  litera- 
ture, and  composition  and1  rhetoric. 

First  Year. 

Grammar. — Most  pupils  enter  high  school  without  an  adequate 
knowledge  of  English  grammar.  The  time  may  come  when  pupils 
who  enter  will  be  so  well  grounded  in  grammar  that  the  study  of 
literature  may  be  begun  at  once ; such  at  present  is  not  true.  An 
accurate  knowledge  of  grammatical  construction  and  grammatical 
analysis  is  indispensable  to  the  right  interpretation  of  literature 
and  to  correct  expression  of  thought.  This  grammatical  knowl- 
edge should  be  given  as  far  as  possible  through  easy  selections  of 
literature ; however,  it  is  well  to  have  some  good  text-book  on  gram- 
mar which  may  be  used  for  class  and  reference  work. 

Literature. — The  literature  selected  for  this  year’s  work  should 
be  within  easy  range  of  the  pupil’s  comprehension  so  that  his 
interest  will  be  aroused  and  a lasting  love  for  literature  created. 
Along  with  the  selections  required  for  reading  and  study  in  class 
there  should  be  a certain  amount  of  collateral  reading.  The  books 
for  collateral  reading  should  be  few,  carefully  selected  by  the 
teacher,  and  within  the  grasp  of  the  pupil’s  knowledge. 

Composition. — A theme  should  be  required  once  a week  or  once 
in  two  weeks.  This  may  be  read  in  class  by  the  pupil,  or  the 
teacher  may  read  it,  using  it  as  a basis  for  much  of  the  necessary 
drill  in  grammar.  In  short,  the  time  during  the  first  year  may  be 
allotted  as  follows : grammar  two  periods  per  week,  literature  two 
periods  per  week,  composition  one  period  per  week.  The  following 
selections  are  suggested  for  study  and  reading  in  the  first  year. 
The  teacher  may  choose  according  to  the  ability  of  the  class. 

For  Study. 

Snow  Bound — Whittier. 

Silas  Marner — Eliot. 

The  Courtship  of  Miles  Standish — Longfellow. 


14 


High  School.  Manual 


Elegy  in  a Country  Churchyard — Gray. 

First  Bunker  Hill  Oration — Webster. 

Julius  Caesar — Shakespeare. 

Christmas  Carol — Dickens. 

For  Reading. 

Man  Without  a Country — Hale. 

Oliver  Twist — Dickens. 

Ivanhoe — Scott. 

Treasure  Island — Stevenson. 

Tanglewood  Tales — Hawthorne. 

Being  a Boy — Warner. 

Cranford — Gaskell. 

Tales  of  a Wayside  Inn — Longfellow. 

Vicar  of  Wakefield — Goldsmith. 

Second  Year. 

It  is  taken  for  granted  that  the  technical  parts  of  grammar  have 
been  sufficiently  emphasized  in  the  grades  and  in  the  first  year  in 
high  school  so  that  the  second  and  third  years  of  high  school  may 
be  devoted  largely  to  literature,  together'  with  incidental  themes  as 
are  suggested  by  the  selections  which  are  read  and  studied. 

Literature. — The  aim  of  the  second  year’s  work  should  be  to 
arouse  a greater  interest  in  good  books,  and  to  develop  a taste  for 
extensive  reading.  This  may  be  best  done  by  placing  the  emphasis 
upon  American  authors.  It  is  not  intended  that  a formal  course 
in  the  history  of  either  English  or  American  literature  be  given  in 
any  high  school  year,  but  a good  general  knowledge  of  both  may  be 
given  in  connection  with  the  literature  in  the  second  and  third 
years.  The  approach  to  each  should  be  through  selections  of 
literature.  Select  a few  of  the  best  writings  from  some  author, 
make  careful  study  of  these,  and  develop  a desire  in  the  pupils  to 
know  something  about  the  life  of  the  writer.  The  biography  of 
the  writer  may  then  be  profitably  studied  wfith  reference  to  the 
period  covered  in  the  history  of  literature.  In  this  way  the  pupil 
will  have  gained  a knowledge  of  the  best  selections  in  literature, 
and  also  a working  knowledge  of  its  history.  In  addition  to  the 
selections  studied  a number  of  selections  and  some  books  should 
be  read  outside  of  class. 

Composition. — Frequent  themes  based  upon  the  pupil’s  reading 
and  experience  should  be  required.  No  formal  text  book  in 


and  Course  of  Study. 


15 


rhetoric  need  be  used  in  this  year.  The  writing  should  consist  of 
narrations,  descriptions,  expositions,  and  informal  argumentations. 
The  pupil  should  be  encouraged  to  express  himself  freely  and 
vigorously,  to  think  accurately  and  above  all  to  get  the  result  of 
his  thinking  expressed  on  paper.  Serious  grammatical  and  rhetor- 
ical errors  should  be  pointed  out,  but  nothing  should  be  done  which 
will  hinder  freedom  of  expression. 

For  Study. 

Vision  of  Sir  Launfal — Lowell. 

Gettysburg  Address — Lincoln. 

Sketch  Book — Irving — ( Selections. ) 

Thanatopsis — Bryant. 

Birds  and  Bees — Burroughs. 

Poems  of  Nature — Whittier. 

Tales — Poe. 

As  You  Like  It — Shakespeare. 

Essay  on  Nature — Emerson. 

Essay  on  Self  Reliance — Emerson. 

Selected  Essays — Lowell. 

For  Reading. 

The  Pathfinder — Cooper. 

The  Last  of  the  Mohicans — Cooper. 

Luck  of  Roaring  Camp — Harte. 

Autocrat  of  the  Breakfast  Table — Holmes. 

Poems — Lanier. 

Oregon  Trail — Parkman. 

House  of  Seven  Gables — Hawthorne. 

Innocents  Abroad — Twain. 

Huckleberry  Finn — Twain. 

Reply  to  Hayne — Webster. 

The  Other  Wise  Man — Van  Dyke. 

Story  of  a Bad  Boy — Aldrich. 

Third  Year. 

The  subject-matter  for  the  third  year  should  consist  principally 
of  a study  of  English  literature  and  English  authors.  The  method 
should  be  practically  the  same  as  the  second  year;  however,  the 
work  may  be  made  more  intensive. 


16 


High  School  Manual 


Literature. — Choice  selections  should  be  made  from  English 
writers  and  pursued  the  same  as  indicated  in  the  second  year’s 
work.  A text-book  on  the  history  of  English  literature  may  be 
used,  but  should  be  more  for  reference  than  for  study.  A book  of 
good  selections  is  better  in  the  hands  of  the  pupils  than  a history 
of  literature.  Each  pupil  should  read  from  ten  to  fifteen  standard 
books. 

Composition. — The  themes  should  be  more  carefully  criticised 
than  in  the  second  year,  but  freedom  of  expression  should  still 
be  the  aim.  In  both  second  and  third  years  it  is  well  to  spend 
an  amount  of  time  equivalent  to  three  periods  per  week  on  liter- 
ature and  not  more  than  two  periods  on  composition. 

For  Study. 

Sir  Roger  de  Coverley  Papers — Addison. 

Idylls  of  the  King — Tennyson.  (Gareth  and  Lynette,  Lancelot 
and  Elaine,  Passing  of  Arthur.) 

Lady  of  the  Lake — Scott. 

Quentin  Durward — Scott. 

Henry  Esmond — Thackeray. 

Romola — Eliot. 

Macbeth — Shakespeare. 

Ancient  Mariner — Coleridge. 

Lycidas — Milton. 

Golden  Treasury — book  4 — Palgrave. 

For  Beading. 

The  Lost  Leader — Browning. 

How  They  Brought  the  Good  News  from  Ghent  to  Aix — Brown- 
ing. 

Herve  Riel — Browning. 

Twelfth  Night — Shakespeare. 

Alexander’s  Feast — Dryden. 

David  Copperfield — Dickens. 

Tale  of  Two  Cities — Dickens. 

Essay  on  Man — Pope. 

Prisoner  of  Chillon — Byron. 

The  Virginians — Thackeray. 

The  Mill  on  the  Floss — Eliot. 

Les  Miserables — Hugo. 

Deserted  Village— Goldsmith. 


ajnd  Course  of  Study. 


17 


Fourth  Year. 

The  fourth  year’s  work  should  consist  largely  of  a careful  study 
of  rhetoric  and  composition.  If  the  study  of  literature  has  been 
carefully  carried  out  as  suggested  in  the  second  and  third  years 
with  adequate  attention  to  elementary  composition,  the  pupils  have 
now  a good  foundation  for  the  study  of  formal  rhetoric  and  compo- 
sition. 

Rhetoric  and  Composition. — A few  well  selected  books  should  be 
read  this  year  but  the  emphasis  should  be  placed  upon  writing  and 
a study  of  model  essays.  It  is  desirable  to  require  three  or  four 
themes  per  week  for  at  least  the  first  semester.  Narration,  descrip- 
tion, exposition  and  argumentation  should  each  in  turn  receive  spec- 
ial attention.  Paragraph  structure  with  respect  to  unity,  coherence, 
emphasis,  the  use  of  the  topic  sentence,  connectives,  transitions  ; the 
sentence,  long  and  sort,  loose,  periodic,  and  balanced,  and  other 
rhetorical  points  should  be  discussed,  studied  and  criticised  in  the 
themes,  both  in  class  and  in  private  conferences.  Examples  of 
each  of  the  four  kinds  of  writing  should  be  read  by  the  teacher  in 
class. 

The  latter  half  of  the  year  should  be  spent  upon  a study  of  the 
essay  as  illustrated  by  selections  chosen  from  Hazlitt,  Macaulay, 
Carlyle,  DeQuincey,  Lamb,  Stevenson  and  Kipling.  Many  pupils 
will  not  go  to  college,  hence  in  the  fourth  year  they  should  be  care- 
fully drilled  in  practical  composition,  and  should  be  given  a last- 
ing taste  for  the  best  specimens  of  modern  literature. 

For  Study. 

Selected  Essays — Hazlitt. 

Essays  of  Elia — Lamb. 

Joan  of  Arc,  English  Mail  Coach — DeQuincey. 

Essay  on  Burns,  or  Heroes  and  Hero  Worship — Carlyle. 

Life  of  Johnson  or  Lord  Clive — Macaulay. 

Sesame  and  Lilies — Ruskin. 

To  be  Selected — Stevenson. 

To  be  Selected — Kipling. 

Essays — Bacon. 

Speech  on  Conciliation — Burke. 

For  Reading. 

At  the  beginning  of  the  fourth  year  an  inventory  of  what  the 


18 


High  School  Manual 


pupil  has  read  should  be  taken.  If  he  has  missed  anything  which 
is  considered  essential  he  should  read  it.  If  he  is  going  to  college 
it  might  be  well  for  him  to  read  the  supplementary  lists  to  the  col- 
lege entrance  requirements  in  English.  If  on  the  other  hand  he  is 
going  to  enter  the  industrial  world  let  him  read  some  of  the  best 
literature  in  the  field  of  his  chosen  profession. 

MATHEMATICS. 

Three  years  are  given  to  this  subject.  The  first  year  to  algebra ; 
the  second  to  plane  geometry;  the  first  half  of  the  third  year  to 
algebra,  and  the  second  half  to  solid  geometry. 

The  work  should  be  made  to  touch  as  much  as  possible  the  actual 
life  and  experience  of  the  student,  so  that  it  may  not  become  mere 
form. 

A few  definitions  and  questions  are  regarded  as  essential,  and 
drill  in  these  is  constant,  until  the  pupil  becomes  so  familiar  with 
them,  as  to  make  them  a part  of  his  general  fund  of  knowledge. 

First  Year — Algebra. 

In  the  first  half  of  the  year  the  following  ground  is  covered: 
(a)  definition  and  notation;  (b)  drill  in  language  of  algebra 
(c)  fundamental  operations;  (d)  simple  equations,  not  involving 
algebraic  fractions,  with  ample  applications  to  the  problems  involv- 
ing them;  (e)  factoring;  (f)  fractions,  including  complex  frac- 
tions, and  ratio  and  proportion;  (g)  linear  equations,  both  numeri- 
cal and  literal,  containing  one  or  more  unknown  quantities;  (h) 
problems  depending  on  linear  equations;  (i)  radical,  including  the 
square  root  of  polynomials  and  of  numbers, — exponents,  including 
the  fractional  and  negative  exponents. 

Definitions  and  notation  are  introduced  whenever  needed,  and 
teachers  must  observe  that  these  are  placed  in  text-books  on  alge- 
bra in  separate  chapters  merely  to  present  an  orderly  arrange- 
ment, and  not  to  indicate  the  sequence  of  lessons. 

The  pupil  is  led  to  realize  the  need  of  general  terms  by  referring 
to  his  own  experience.  His  attention  is  called  to  the  fact  that  just 
as  integers  in  arithmetic  are  not  sufficient  for  all  the  emergencies 
of  experience,  and  fractions  are  introduced,  so  here  positive  num- 
bers are  not  sufficient,  and  negative  numbers  must  be  introduced. 

The  transition  from  arithmetic  to  algebra  is  gradual.  Statements 
of  arithmetical  conditions  are  repeatedly  made  until  the  truth  of 
the  general  or  algebraic  statement  is  readily  appreciated. 


and  Course  of  Study. 


19 


Second  Year — Plane  Geometry. 

The  ground  is  covered  as  taught  in  a standard  text-book.  We  do 
not  insist  upon  too  much  work  in  definitions  at  first,  but  let  the 
definition  grow  into  the  mind  with  the  growth  and  development  of 
the  subject.  The  pupil,  however,  does  not  leave  the  subject  with- 
out exact  and  definite  ideas  of  such  geometrical  concepts  as  admit 
of  formal  definition,  and  the  memorization  of  the  definitions  in  the 
very  words  of  the  book  is  the  best  means  to  this  end.  Some  slight 
original  work  is  given  from  the  first,  increasing  throughout  the 
year.  The  student  is  encouraged  in  making  applications  of  geo- 
metrical principles  outside  of  the  class. 

First  Half  Third  Year — Algebra. 

The  work  of  the  third  year  consists  of  algebra,  one-half  year,  and 
of  solid  geometry,  one-half  year.  Algebra  is  given  in  the  first  half- 
year  and  solid  geometry  in  the  second.  In  algebra  the  work  in- 
cludes: (a)  quadratic  equations,  both  numerical  and  literal; 

(b)  simple  cases  of  equations  with  one  or  more  unknown  quantities 
that  can  be  solved  by  the  methods  of  linear  or  quadratic  equations ; 

(c)  problems  depending  on  quadratic  equations;  (d)  the  binomial 
theorem  for  positive  integral  exponents;  (e)  the  formulas  for  the 
nth  term  and  the  sum  of  the  terms  of  arithmetical  and  geometrical 
progression,  with  application. 

The  pupils  are  required  throughout  the  course  to  solve  numerous 
problems  which  involve  putting  questions  into  equations.  Some  of 
these  problems  are  chosen  from  mensuration,  from  physics,  and 
from  commercial  life.  The  use  of  graphical  methods  and  illustra- 
tions, particularly  in  connection  with  the  solution  of  equations,  is 
also  emphasized. 

Second  Half  Third  Year — Solid  Geometry. 

The  work  covers  the  amount  given  in  the  standard  texts.  The 
aim  is  to  make  the  work  thorough,  definite  and  accurate. 

LANGUAGES. 

LATIN. 

First  Year. 

A first  book  in  Latin,  completed.  For  the  latter  part  of  the 


20 


High  School  Manual 


year  a text  in  easy  Latin  should  be  used.  Throughout  the  entire 
year  special  attention  should  be  given  to  the  following : 

(1)  Accurate  pronunciation. 

(2)  The  inflections. 

(3)  Acquiring  a vocabulary. 

(4)  Elementary  principles  of  syntax. 

(5)  The  simple  rules  for  composition. 

(6)  Derivation  of  words. 

(7)  The  subjunctive. 

(8)  Relative  and  conditional  sentences. 

(9)  Indirect  discourse. 


Second  Year. 

Caesar’s  Gallic  War,  any  four  books,  preferably  the  first  four. 
Systematic  work  in  connected  prose  composition.  Frequent  re- 
view of  the  work  done  in  the  first  year. 

Third  Year. 

Cicero’s  orations.  Any  six  from  the  following  list:  The  four 
orations  against  Catiline,  the  Archias,  the  Manilian  Law,  Mar- 
cellus,  Ligarius,  Roscius,  Milo.  Systematic  work  in  connected 
prose  composition  and  Latin  Grammar. 

Fourth  Year. 

Virgil’s  Aeneid  I- VI.  Systematic  work  should  be  given  in 
mythology  and  scansion  and  the  work  in  grammar  and  composition 
in  the  second  and  third  years  should  be  carried  on  throughout  the 
year. 

The  following  books  should  be  in  every  high  school  library : 

Froude’s  Caesar. 

Trollope’s  Cicero. 

Sellar’s  Virgil. 

Gayley’s  Classic  Myths. 

GERMAN. 

First  Year. 

Note: — It  will  be  observed  that  this  program  of  studies  allows  schools  to  pro- 
vide for  a course  of  three  years  in  this  language,  and  that  diploma  credit  should 
not  be  given  for  courses  of  less  than  two  years.  In  schools  offering  a two  years 
course  the  work  should  be  identical  with  the  work  as  given  for  the  first  two 
years  of  the  three  year  course. 


and  Course  of  Study. 


21 


The  first  year’s  work  in  grammar  should  extend  about  to  syntax. 
The  course  should  include  the  following  lines  of  work  and  be  ar- 
ranged something  as  follows: 

1.  Very  careful  and  thorough  drill  in  pronunciation  extending 
throughout  the  year.  Study  of  the  fundamental  differences  be- 
tween German  and  English  methods  of  utterance. 

2.  Thorough  and  systematic  drill  in  the  inflections  of  articles; 
pronouns ; strong,  weak  and  mixed  nouns ; of  the  strong,  weak  and 
mixed  verbs,  the  auxiliaries,  modals,  etc. ; study  of  the  more  gen- 
eral rules  of  gender,  the  classification  of  nouns,  the  formation  of 
the  passive  voice,  the  main  principles  of  mode  and  tense;  the  var- 
ious sentence  orders.  The  use  of  German  script  should  be  taught, 
although  it  is  not  necessarily  much  used. 

3.  Abundant  exercises  designed  to  illustrate  the  above  forms 
and  principles  and  fix  them  in  memory. 

4.  Memorizing  and  frequent  repetition  of  easy  colloquial  and 
idiomatic  sentences.  This  is  especially  important  and  valuable 
in  giving  the  student  confidence  in  the  use  of  language  and  the 
feeling  of  it. 

5.  Reading  of  from  100  to  150  pages  of  graduated  texts. 

6.  Constant  practice  in  translating  into  German  appropriate 
sentences  based  upon  all  of  the  w^ork  referred  to  above. 

Second  Year. 

The  work  in  the  second  year  should  include  the  following : 

1.  A thorough  review  of  the  grammatical  principles  learned 
during  the  first  year. 

2.  The  reading  of  150  to  200  pages  of  literature  in  the  form  of 
easy  stories,  plays,  etc.,  somewhat  more  difficult  in  style  than  those 
of  the  first  year. 

3.  Regular  work,  once  a week  or  oftener,  in  some  text  book  in 
German  composition. 

4.  Occasional  practice  in  sight  reading. 

5.  Continuation  of  work  in  memorization  of  idioms,  conversa- 
tional expressions,  proverbs  and  sayings,  short  poems,  etc. 

Third  Year. 

Much  of  the  work  of  this  year  should  consist  of  reviewing  and 
applying  the  work  of  the  previous  two  years.  The  correlation  and 
co-ordination  of  the  more  or  less  isolated  and  fragmentary  knowl- 


22 


High  School  Manual 


edge  of  the  student  is  especially  important  here,  and  some  com- 
parisons with  English  grammar  may  well  be  made.  The  object 
to  be  reached  by  the  student  at  the  close  of  this  year  is  a proficiency 
indicated  about  as  follows : the  ability  to  read  at  sight  German  prose 
and  poetry  of  moderate  difficulty;  the  ability  to  put  into  correct 
German  easy  English  passages;  to  explain  questions  relating  to 
ordinary  grammatical  forms;  and  to  translate  and  explain,  with 
previous  study,  the  more  difficult  passages  ordinarily  occurring 
in  German  literature. 

Texts  read  and  studied  should  be  such  as  to  give  the  student  a 
sympathetic  knowledge  of  German  life,  thought,  traditions,  and 
ideals. 

FRENCH. 

A two  year  course  only  is  presented  in  French.  It  should  be 
given  in  general  largely  as  indicated  in  the  first  two  year’s  work  in 
German.  The  French  accent  and  pronunciation  should  be  given 
careful  attention,  to  which  end  the  instructor  should  pronounce 
well,  and  thoroughly  understand  the  formation  of  the  sounds  of 
the  language.  Thus  the  pupil  may  learn  both  by  imitation  and  by 
careful  instruction  in  the  correct  methods  of  articulation,  vocaliza- 
tion, etc. 

It  is  preferable,  usually,  that  the  study  of  French  should  be 
preceded  by  that  of  Latin.  The  attention  of  teachers  is  called  to 
the  report  of  the  Committee  of  Twelve  of  the  Modern  Language 
Association  of  America.  This  is  published  in  book  form  by  D.  C. 
Heath  & Co.,  and  contains  an  extremely  valuable  discussion  of  the 
teaching  of  French  and  German. 

HISTORY  AND  CIVICS. 

First  Year — Ancient  History. 

A good  text  in  Ancient  History  should  be  completed  in  this  year. 
Preferably  the  text  should  continue  the  narrative  to  the  death  of 
Charlemagne.  Carefuf  attention  should  be  given  to  the  important 
points  in  the  history  of  Egypt,  and  the  nations  of  Western  Asia. 
Attention  should  be  directed  to  the  recent  discoveries  of  new  mate- 
rial bearing  upon  these  ancient  civilizations. 

Special  attention  should  be  given  to  the  history  of  Greece  and 
Rome  as  the  two  nations  of  ancient  times  from  which  modern  na- 
tions have  profited  most  largely.  The  high  development  of  Greek 


and  Course  of  Study. 


23 


thought  and  culture — Philosophy,  Literature,  Science  and  Art — 
should  be  especially  noted.  The  causes  of  her  loss  of  intellectual 
supremacy  should  be  traced.  Let  it  be  noted  that  Greece  con- 
tributed little  of  value  to  political  thought  or  practice. 

The  practical  administrative  capacity  of  the  Roman  deserves 
emphasis.  The  steadily  increasing  territory  of  the  nation,  the 
development  of  her  system  of  administration  of  the  provinces,  her 
treatment  of  subject  nations,  and  her  system  of  laws  and  adminis- 
tration of  justice  all  deserve  close  attention.  The  political  growth 
and  subsequent  decadence  of  the  nation,  together  with  the  changes 
in  its  form  of  government  are  all  important. 

In  the  work  of  this  year,  as,  indeed,  throughout  the  entire  study 
of  history,  the  attention  should  not  be  fixed  too  closely  upon  polit- 
ical development  alone,  but  the  student  should  recur  time  and  again 
to  the  social  conditions,  the  religious  beliefs,  the  relations  of  differ- 
ent classes  of  society,  the  administration  of  justice,  the  recreations 
and  amusements  of  the  people,  the  home  and  family  life,  trjade  and 
commerce,  agriculture  and  manufactures  as  carried  on  by  the  peo- 
ple of  the  different  nations.  The  study  of  political  organization 
alone,  gives  one  a very  inadequate  idea  of  the  real  history  of  any 
period. 

The  work  of  this  year  while  thoroughly  important  in  itself, 
should  be  conducted  in  the  main,  as  a preparation  for  the  later  work 
of  the  course.  Care  should  be  taken  at  the  outset  to  develop  in  the 
pupil  methods  and  habits  of  study.  In  many  cases  the  need  is 
to  teach  how  to  study  the  subject,  before  attempting  to  make  any 
great  progress  in  the  text.  Collateral  reading  and  research  work 
should  be  carefully  selected  and  not  too  great  in  amount,  though 
there  is  an  abundant  wealth  of  topics  for  such  work.  Students 
should  begin  to  keep  note-books,  but  not  too  much  of  this  work 
should  be  done  in  the  first  year,  and  pupils  should  be  carefully 
directed  in  the  materials  to  be  preserved  in  their  books.  Con- 
stant drill  on  the  main  facts  and  on  carefully  prepared  outlines 
should  be  maintained. 

Many  of  the  suggestions  made  with  reference  to  the  study  of 
United  States  history  will  be  applicable  here  also.  The  necessity 
for  additional  texts  and  for  the  collection  of  supplementary  mate- 
rial will  be  very  apparent.  Maps  and  diagrams  should  be  freely 
used.  Lantern-slides,  pictures,  charts,  and  diagrams  may  all  be 
made  to  contribute  to  the  clearness  and  definiteness  of  one’s  his- 
torical knowledge. 


24 


High  School  Manual 


Second  Year — Mediaeval  and  Modern  History. 

Mediaeval  History.  This  year’s  course  should  be  a direct  con- 
tinuation of  the  preceding.  Beginning  with  the  death  of  Charle- 
magne in  814  A.  D.,  the  development  of  civilization  should  be  care- 
fully traced  to  the  present  time.  The  period  is  difficult  because  of 
the  number  of  states  rising  out  of  the  ruins  of  the  Roman  Empire 
and  the  different  rates  at  which  they  advance.  Care  should  be 
taken  to  give  a broad  view  of  the  general  conditions  prevailing  in 
any  period,  together  with  the  special  features  of  any  country. 
The  emphasis  should  be  put  upon  the  great  movements ; as  the 
growth  and  influence  of  the  Christian  church;  the  rise  of  the 
papacy;  the  monastic  institutions;  the  development  of  the  relig- 
ious orders ; the  Crusades ; the  social  condition  of  the  people ; the 
rise  of  Feudalism;  the  distribution  of  wealth;  the  development  of 
trade  and  industry ; the  rise  of  the  Free  Cities ; and  the  struggle  of 
the  people  for  political  and  civil  rights.  As  this  period  draws 
toward  a close,  attention  should  be  given  to  the  more  rapid  advance 
toward  national  consciousness  of  the  various  people,  the  differenti- 
ation among  them  which  has  developed  into  the  modern  Rations  of 
Europe,  and  the  Revival  of  Learning  which  is  the  fore-runner  of 
the  great  educational  development  of  modern  times.  Modern  his- 
tory is  rooted  deeply  in  Mediaeval  history  and  is  a continuous 
stream  with  it.  Care  should  be  taken  to  show  that  there  are  no 
abrupt  breaks  in  the  chain  of  historic  events  and  that  divisions  are 
rather  conveniences  of  chronology  than  distinctions  of  historic  move- 
ments. 

Modern  History.  This  period  dates  from  about  the  middle  of 
the  15th  Century.  In  the  general  survey  of  the  world  it  is  the 
most  important  period.  Movements  which  began  in  the  Mediaeval 
period  reach  their  culmination  in  this.  It  is  the  most  complex  per- 
iod because  of  the  great  number  of  prominent  events  and  the  un- 
equal rates  at  which  great  movements  proceed  in  different  countries. 
The  nations  of  the  present  day  develop.  Great  inventions  and  dis- 
coveries characterize  its  beginning.  The  knowledge  of  the  world 
increases.  The  Reformation  creates  a new  set  of  religious  condi- 
tions and  profoundly  modifies  human  thought  in  all  lines.  The 
people  begin  to  struggle  more  strongly  and  clearly  for  their  polit- 
ical and  civil  rights ; democracy  begins  to  take  its  rise,  and  tyranny 
in  both  church  and  state  is  broken  down.  While  the  reformation 
uf  religious  thought  and  practice,  and  the  evolution  of  modern  polit- 


and  Course  of  Study. 


25 


ical  ideas  seem  to  be  the  great  themes  of  this  period,  careful  attention 
should  be  paid  to  the  industrial  and  commercial  growth  of  the 
nations,  to  the  improved  conditions  of  society,  to  the  colonization 
of  new  countries,  to  the  conflicts  of  nations  with  each  other  for 
territory,  and  to  the  growing  spirit  of  amity  which  now  prevails. 
It  is  impossible  to  particularize  all  the  topics  for  this  period,  only 
the  chief  lines  of  development  have  been  indicated  a'oove. 

“We  are  what  the  past  has  made  us;  the  results  of  the  past 
are  ourselves.”  The  work  of  these  two  years  should  aim  to  show 
how,  and  to  what  extent  this  is  true. 

Third  Year — English  History. 

The  purpose  of  this  year’s  study  should  be  to  show  more  particu- 
larly, by  the  history  of  this  one  nation,  the  development  of  modern 
conditions.  England  is  a representative  nation.  She  affords  the 
most  interesting  study  in  the  growth  of  democratic  ideas  both  in 
religion  and  government.  The  steps  in  her  development  are  clearly 
distinguishable,  the  contents  distinctly  marked,  and  the  results 
clearly  definable.  The  choice  of  English  history  is  appropriate  be- 
cause her  development  is  evolutionary,  rather  than  revolutionary; 
her  progress  has  been  a steady  movement,  and  she  has  been  more 
forward  in  the  development  of  democratic  ideas  than  other  nations. 
She  is,  also,  the  more  direct  source  of  our  own  political  ideas  and 
institutions  than  any  other  nation.  England,  through  the  United 
States  and  through  her  great  colonies,  has  done  much  to  democratize 
both  church  and  state  and  to  make  possible  the  rights  of  the  individ- 
ual man. 

Attention  should  be  given  to  the  great  documents,  the  charters 
of  English  liberty,  to  the  limiting  of  the  powers  of  the  Monarchs,  to 
the  development  of  the  English  Church,  the  relations  of  the  parts 
of  Great  Britain  to  each  other,  to  the  establishment  of  her  colonial 
possessions,  to  her  political  policy,  to  social  conditions,  poor  laws, 
the  administration  of  justice,  public  and  higher  education,  to 
manufactures,  trade  and  commerce. 

Fourth  Year — American  History  and  Civics. 

Devote  half  the  year  to  each  subject.  The  order  in  which  they 
are  taken  up  may  be  at  the  option  of  the  instructor.  Perhaps  the 
study  of  the  history  with  reference  to  the  growth  and  development 


26 


High  School  Manual 


of  our  government  is  the  best  preparation  for  the  study  of  civics. 
Use  separate  texts  for  each. 

American  History.  The  purpose  of  this  half  year’s  work  should 
be  to  trace  the  larger  movements  of  our  history  such  as  the  pro- 
blems and  conflicts  of  the  colonizing  period ; the  contest  of  the  var- 
ious nations  for  portions  of  the  territory  of  the  New  World;  the 
supremacy  of  the  English  Colonies  ; the  growing  spirit  of  antagon- 
ism between  England  and  the  American  Colonies;  the  causes  and 
methods  of  concerted  action  by  colonies  culminating  in  the  Declar- 
ation of  Independence;  the  Articles  of  Confederation  and  their 
failure ; the  preparation  and  adoption  of  the  Constitution ; the 
development  of  national  consciousness;  the  earlier  relations  with 
foreign  nations;  the  development  of  national  policies;  the  rise  of 
political  parties ; the  growth  of  slavery  and  its  final  overthrow ; the 
territorial  expansion  of  the  nation ; the  various  policies  for  the 
development  of  the  resources  of  the  country ; the  use  and  conserva- 
tion of  natural  resources;  relations  to  foreign  nations  and  the 
rise  of  the  United  States  to  the  position  of  a world  power. 

In  this  connection,  too,  the  manner  of  life  of  the  people,  their 
means  of  travel  and  communication,  the  development  of  literature 
and  art,  religious  and  political  beliefs,  and  the  great  educational 
system  of  the  country,  should  not  be  overlooked. 

Conunercial  and  industrial  conditions  should  be  traced  from  the 
beginning  of  the  nation.  Exports  and  imports,  tariffs,  agriculture, 
money  and  banking,  manufactures,  and  domestic  and  foreign  com- 
merce, are  all  vital  themes. 

The  period  since  1870  is  one  of  special  complexity,  and  requires 
careful  treatment.  Industrial  and  social  conditions  rapidly  change, 
the  era  of  “big  business”  begins  with  the  formation  and  growth  of 
trusts  and  combinations,  and  the  relations  between  capital  and  labor 
become  very  prominent. 

The  whole  study  of  American  history  in  this  year  should  be 
conducted  with  the  view  of  throwing  light  upon  present  conditions, 
and  pointing  the  way  to  social  and  industrial  betterment.  At- 
tention should  be  given  to  the  discussion  of  current  questions  as 
they  are  treated  from  time  to  time  in  the  magazines  and  reviews. 

Civics.  The  study  of  the  form  of  government  under  which  we 
live  is  one  of  the  most  practical  of  subjects.  The  preceding  study 
of  U.  S.  History  should  have  laid  the  foundation  for  this  work, 
and  should  have  disposed  of  much  of  the  historical  element  of  it. 

The  lialf  year’s  work  should  aim  at  a clear  notion  of  the  dis- 


and  Course  of  Study. 


27 


tribution  of  powers  between  the  different  branches  of  government, 
of  the  extent  of  the  power  of  each,  of  the  new  questions  arising 
calling  for  re-discussion  of  these  various  powers  and  of  the  pres- 
ent tendencies  in  their  exercises.  The  relative  power  of  state  and 
national  governments  should  be  treated  as  fully  as  possible.  The 
whole  treatment  should  tend  to  show  the  growth  of  the  constitu- 
tion to  meet  the  new  questions  which  arise,  and  to  show,  that,  while 
we  have  a written  constitution  legally  amendable  only  in  certain 
ways,  we  have  found  ways  of  interpreting  it  so  as  practically  to 
justify  every  extension  of  power  that  we  have  found  necessary. 

Besides  this  study  of  national  and  state  governments  a study 
should  be  made  of  the  local  county  and  municipal  governments  as 
being  the  forms  of  rule  under  which  the  new  citizen  enters  most 
directly  into  the  civic  and  political  life  of  the  community  and 
nation. 

The  practical  value  of  the  whole  course  in  history  should  cul- 
minate in  this  latter  half  year’s  work.  Pupils  should  be  taught 
to  see  that  the  form  of  government  in  our  country  is  the  outgrowth 
of  all  previous  forms  and  experiments  in  government ; that  it  repre- 
sents the  greatest  liberty  of  all,  and  the  freest  participation  of 
all  in  governmental  affairs,  but  that  the  permanency  of  any  form  of 
government  depends  upon  the  character  of  its  citizenry. 

While  the  historical  side  of  the  study  of  civics  is  very  attractive, 
it  is,  perhaps,  better  to  put  the  main  emphasis  on  the  study  of 
local  conditions.  He  is  a good  citizen  who  discharges  his  duties 
toward  his  own  community  first  wisely  and  well.  Sanitary  homes 
and  schools,  good  roads,  street  cleaning,  factory  inspection,  com- 
pliance with  the  requirements  of  health  boards,  pure  food  regula- 
tions, full  weights  and  measures,  provision  for  the  safety  of  person 
and  property,  proper  care  of  the  poor,  and  of  defectives  and  de- 
linquents, juvenile  courts,  houses  of  correction  and  detention  homes, 
curfew  regulations,  the  responsibility  of  the  leading  men  of  any 
community  to  lead  in  movements  for  its  betterment,  the  habits  of 
obedience  to  law,  of  thrift  and  saving,  care  and  prudence  in  the  con- 
duct of  business  and  the  handling  of  property,  all  these  are  topics 
of  vital  interest  and  of  more  importance  than  much  of  the  discus- 
sion of  historical  developments. 

In  both  history  and  civics  the  work  should  be  made  alive.  Pupils 
should  see  the  actors  on  the  stage.  They  should  reproduce  in 
imagination  the  scenes  and  conditions  described  and  should  feel 
the  right  or  wrong  of  the  deeds  done.  To  this  end  special  devices 


28 


High  School  Manual 


may  be  introduced,  special  reports  prepared,  assigned  readings 
given,  debates  rendered,  etc.  In  civics,  institutions  may  be  visited, 
special  reports  prepared  on  various  departments  of  city  or  county 
government,  city  or  county  officials  secured  to  explain  tlie  work  of 
their  department,  etc.  The  map  and  the  blackboard  should  be  in 
constant  use,  the  note-book  should  be  used  with  discrimination. 

Reference  Boohs  in  History  and  Civics. 

Ancient  History: 

Myers — Ancient  History  (Revised  Edition).  Ginn  & Company. 

Rome : Its  Rise  and  Fall.  Ginn  & Company. 

Morey ’s — Outlines  of  Greek  History ; Outlines  of  Roman  History. 
American  Book  Company. 

Botsford — Ancient  History  for  Beginners.  Macmillan  Company. 
West — The  Ancient  World.  Allyn  & Bacon. 

Guerber — Myths  of  Greece  and  Rome.  American  Book  Company. 
Bulfinch — Age  of  Fable.  Lee  Publishing  Co. 

Creasy — Fifteen  Decisive  Battles  of  the  World.  Burt. 

Wheeler — Alexander  the  Great.  Putnam  & Company. 

Froude — Life  of  Julius  Caesar.  Harper  Bros. 

Plutarch — Lives  of  Noble  Grecians  and  Romans.  Little,  Brown 
& Company. 

Mediaeval  History : 

Cox — The  Crusades.  Longmans,  Green  & Co. 

Emerton — Introduction  to  the  Study  of  the  Middle  Ages ; Mediae- 
val Europe.  Ginn  & Company. 

Robinson — History  of  Western  Europe;  Readings  in  European 
History.  Ginn  & Comapny. 

Bryce — The  Holy  Roman  Empire.  Macmillan  Company. 
Guerber — Myths  of  Northern  Lands.  American  Book  Company. 
Harding — Essentials  in  Mediaeval  and  Modern  History.  Amer- 
ican Book  Company. 

Munro — History  of  the  Middle  Ages.  D.  Appleton  & Company. 
Adams — Civilization  During  the  Middle  Ages.  Chas.  Scribner’s 
Sons. 

Oman — The  Dark  Ages.  Putnam  & Company. 

Tout — The  Empire  and  the  Papacy.  The  Macmillan  Company. 
Milman — History  of  Latin  Christianity.  Armstrong  Pub.  Co. 

Civics: 

Andrews — Manual  of  the  Constitution.  American  Book  Com- 


pany. 


and  Course  of  Study. 


29 


Hinsdale — The  American  Government.  Werner  School  Book 
Company. 

Bryce — The  American  Commonwealth.  The  Macmillan  Com- 
pany. 

Cooley — General  Principles  of  Constitutional  Law.  Little, 
Brown  & Co. 

Forman — Advanced  Civics.  The  Century  Company. 

Fiske — Civil  Government  in  the  United  States.  Houghton, 
Mifflin  & Co. 

Wilson — The  State.  D.  C.  Heath  & Company. 

Hughes — The  Teaching  of  Citizenship.  W.  A.  Wilde  Company. 

Lewis — History  and  Government  of  W.  Va.  American  Book  Co. 

Hall — The  Rending  of  Virginia.  Mayer  & Miller,  Chicago. 

Goodnow — City  Government  in  the  U.  S.  The  Century  Com- 
pany. 

Wilcox — The  American  City.  The  Macmillan  Company. 

Fuller — Government  by  the  People.  The  Macmillan  Company. 

Bullock — Introduction  to  the  Study  of  Economics.  Silver,  Bur- 
dette & Company. 

Macy — Party  Organization  and  Machinery.  The  Century  Com- 
pany. 

Adams  & Summer — Labor  Problems.  The  Macmillan  Company. 

Fairlie — Local  Government  in  Counties,  Towns  and  Villages. 
The  Century  Company. 

English  History : 

Church — The  Story  of  Early  Britain.  Putnam  & Company. 

Freeman — Short  History  of  the  Norman  Conquest.  Oxford 
Press. 

Green — Short  History  of  the  English  People.  American  Book 
Company. 

Henderson — Side  Lights  on  English  History.  H.  Holt  & Co. 

Moran — Theory  and  Practice  of  the  English  Government.  Long- 
mans, Green  & Company. 

Payne — History  of  European  Colonies.  The  Macmillan  Com- 
pany. 

Stubbs — Constitutional  History  of  England,  (3  vols.).  Oxford 
Press. 

Colby — Selections  from  the  sources  of  English  History.  Long- 
mans, Green  & Company. 


30  High  School  Manual 

Ran  some — Advanced  History  of  England.  The  Macmillan  Com- 
pany. 

Cheney — Readings  in  English  History.  Ginn  & Company. 

Oman — England  in  the  Nineteenth  Century.  Longmans,  Green 
& Company. 

Creighton — The  Age  of  Elizabeth.  Longmans,  Green  & Com- 
pany. 

Gardiner — The  Puritan  Revolution.  Chas.  Scribner’s  Sons. 

Brooke — Primer  of  English  Literature.  American  Book  Com- 
pany. 

Bagehot — The  English  Constitution.  D.  Appleton  & Company. 

SCIENCE. 

PHYSICS. 

It  is  probably  better  that  physics  be  omitted  from  the  high 
school  course  rather  than  crowd  the  course  simply  for  the  sake  of 
giving  pupils  an  extra  credit  in  college,  or  to  intrust  its  presenta- 
tion to  a teacher  wTho  has  not  had  at  least  one  year’s  work  in  physics 
in  a college  having  a good  laboratory.  In  our  smaller  high  school 
it  is  generally  conceded  that  pupils  will  receive  more  practical 
good  from  a course  in  chemistry  than  physics.  However,  where  it 
is  practicable  to  have  both  let  plans  be  made  to  do  them  well. 
The  work  in  this  subject  should  consist  of  three  parts:  (1)  Recita- 
tion work  based  upon  a good  text  book  and  illustrated  by  experi- 
ments— these  experiments  performed  by  the  teacher,  and  in  some 
cases  repeated  by  the  pupils,  should  be  largely  qualitative;  (2) 
Laboratory  work  in  which  the  pupils  perform  the  experiments  un- 
der the  careful  supervision  of  the  teacher;  (3)  A note  book  con- 
taining an  account  of  the  experiments  performed  by  the  pupil. 

A study  of  the  text  alone  is  of  little  value  unless  supplemented 
by  numerous  experiments.  Each  one  performed  by  the  teacher 
in  class  should  be  participated  in  by  as  many  pupils  as  possible 
and  repeated  until  it  is  clear  to  everyone.  The  most  satisfactory 
division  of  time  between  the  class  room  and  the  laboratory  is  three 
single  periods  per  week  in  the  former  and  two  double  periods  in  the 
latter. 

The  laboratory  should  be  installed  in  a suitable  room — good  light 
and  ventilation  being  essential.  The  equipment  should  be  good  but 
not  necessarily  expensive.  In  regard  to  equipment  Professor  C. 
W.  Waggoner  says: 


and  Course  of  Study. 


31 


“To  many,  the  word  “laboratory”  carries  a picture  of  some 
complicated  piece  of  glassware  or  an  array  of  highly-polished 
brass,  and  many  a teacher  has  offered  “lack  of  apparatus,”  as  an 
excuse  for  not  giving  laboratory  instruction.  Too  often  a great 
physical  phenomenon  is  so  bound  up  with  an  imposing  piece  of 
apparatus  that  its  real  significance  is  lost  entirely.  To  many  a 
science  teacher  the  lure  of  the  instrument  maker’s  catalogue  is 
fatal.  Often  a board,  nicely  painted,  with  a few  pegs  in  it  is 
shipped  a thousand  miles,  labeled  “physical  apparatus,”  at  a cost 
of  one  dollar  and  one-half,  when  the  village  carpenter  could  furnish 
its  duplicate  for  fifteen  cents. 

The  village  blacksmith  can  furnish  material  for  all  the  magnets 
needed  in  a physical  laboratory,  at  practically  one-tenth  the  price 
charged  by  any  manufacturer  of  physical  apparatus,  and  this 
same  blacksmith  has  usually  all  the  tools  necessary  for  the  con- 
struction of  such  apparatus  as  is  needed  in  a moderate  sized  high 
school. 

Too  often  one  hundred  dollars,  or  more,  is  used  to  purchase  a 
“Physical  Demonstration  Cabinet,”  heralded  to  do  all  the  possible 
experiments  in  physics,  (and  one  might  add,  none  of  them  well), 
when  this  same  amount  of  money  in  the  hands  of  a well  trained, 
enthusiastic  teacher  of  physics  would  be  the  means  of  giving  indi- 
vidual labatory  work,  and  make  concrete  and  real  some  of  the  vital 
tr  uths  of  the  physical  sciences. 

It  is  posssible  with  a few  carpenter’s  tools  and  the  facilities 
usually  found  in  a repair  or  blacksmith’s  shop  to  construct  enough 
physical  apparatus  to  give  a creditable  laboratory  course  of  in- 
struction. 

Now  it  is  not  meant  that  the  teacher  of  physics,  who  very  often 
teaches  all  the  sciences  and  mathematics  as  well,  should  himself  at- 
tempt to  construct  all  of  his  laboratory  apparatus ; a carpenter  or  a 
plumber  can  often  accomplish  in  a few  moments  a task  that  would 
cost  hours  of  the  teacher’s  time.  Not  long  ago  a young  man  pre- 
sented to  the  writer  for  his  inspection,  a small  induction  coil 
which  he  had  made  while  a student  in  an  elementary  course  in 
physics.  This  coil  while  “homemade”  in  every  respect,  was  of 
sufficient  size  to  give  excellent  service  in  igniting  the  gas  for  a 
motor-driven  pleasure  launch. 

There  are  few  boys  of  high  school  age  who  will  lose  interest  in 
physics  if  given  the  opportunity  to  construct  some  simple  pieces  of 
apparatus;  and  every  successful  teacher  has  seen  the  glow  of 


32 


High  School  Manual 


pleasure  and  satisfaction  come  to  a pupil  who  has  grasped,  unaided, 
some  great  fundamental  truth.  It  is  impossible  in  a paper  of  this 
kind  to  go  far  into  details  as  to  the  construction  of  apparatus,  but 
the  perusal  of  any  standard  laboratory  manual  of  physics  will  show 
the  possibilities  along  this  line. 

There  are  some  teachers  who  say  that  students  do  not  properly 
appreciate  and  respect  “home-made”  apparatus.  To  such,  one 
can  only  answer  that  the  fault  lies  with  the  teacher,  not  with  the 
taught ; for  the  apparatus  is  not  greater  than  the  fundamental 
truths  which  it  is  intended  to  demonstrate,  and  sorry  indeed  is  the 
plight  of  the  teacher  who  holds  his  pupil’s  interest  only  through  the 
awe  of  complicated  and  imposing  pieces  of  apparatus. 

Again,  the  high  school  laboratory  of  physics  need  not  be  confined 
to  a room  set  aside  for  that  purpose ; for  every  electric  light  plant, 
every  foundry,  the  ice  plant,  every  manufacturing  industry  is  a 
laboratory  where  one  may  see  and  he  taught,  the  applications  of  the 
fundamental  principles  of  physics.” 

The  pupil  should  be  required  to  perform  at  least  thirty  (30) 
individual  experiments.  About  half  of  these  should  be  qualitative 
and  the  rest  quantitative.  The  work  should  emphasize  the  explana- 
tion of  natural  phenomena  in  a manner  which  can  be  appreciated 
by  high  school  pupils  of  average  ability,  and  should  not  over  em- 
phasize the  mathematical  aspects  of  the  subject.  Pupils  should 
be  encouraged  to  make  use  of  the  simple  principles  of  algebra  and 
geometry  in  order  to  reduce  difficulties  of  solution. 

With  respect  to  note  book  work  the  Board  expresses  but  little 
sympathy  with  any  rigid,  mechanical  form  of  arrangement  to 
which  all  experiments  must  be  forced  to  conform.  The  pupil 
should  be  encouraged  to  describe  the  apparatus  until  he  is  familiar 
with  it,  to  set  down  in  good  English  the  method  of  procedure, 
and  to  state  clearly  the  results  obtained.  Much  in  the  way  of  ar- 
rangement of  the  form  should  be  left  to  the  individuality  of  the 
pupil.  Good  clear  English  should  be  required  and  made  the 
standard  test  for  all  note  book  exercises. 

List  of  Experiments, 

C.  W.  Waggoner. 

The  following  list  of  experiments  was  adopted  by  the  College  Entrance 
Examination  Board  in  1909.  Thirty  representative  experiments  (marked  *) 
have  been  selected  from  this  list,  and  to  assist  such  schools  as  have  no  facilities 
for  laboratory  instruction,  a complete  specification  of  laboratory  apparatus 


and  Course  of  Study. 


33 


is  given  under  each  selected  experiment  to  serve  as  a guide  in  the  purchase  of 
equipment.  The  prices  quoted  are  approximate,  and  it  must  be  remembered 
that  the  apparatus  specified  is  a minimum.  The  list  of  apparatus  specified  is 
sufficient  for  ten  students,  working  in  pairs,  and  will  be  found  in  harmony  with 
the  requirements  of  any  good  high  school  laboratory  manual. 

Articles  marked  (f)  can  usually  be  secured  locally  to  good  advantage. 

*Exp.  1.  Weight  op  Unit  Volume  op  Substance,  Prism  or  Cylinder. 

5 Harvard  trip  scales  or  other  equal  arm  balances,  $30.00. 

5 sets  of  metric  weights  in  block,  500  to  1 gram,  $10.00 
10  Meter  sticks,  maple,  $2.75. 
f Rectangular  blocks  and  cylinders. 

*Exp.  2.  Principles  op  Archimedes. 

5 Overflow  cans,  $4.50. 

5 Equal  arm  balances,  (Listed  in  Exp.  1.) 
flO  Glass  tumblers  (250  c.  c.) 

fSolids  denser  than  water,  weighing  from  100  g.  to  250  g.  Use 
stone,  coal,  etc. 

fSolids  less  dense  than  water.  Use  blocks  of  wood,  apples,  etc. 

*Exp.  3.  Specific  Gravity  of  a Solid  Body  that  will  Sink  in  Water. 

5 Equal  arm  balances,  (Listed  in  Exp.  1.) 

5 Glass  battery  jars,  capacity  not  less  than  1 quart,  (4  inches  by  10 
inches)  50c. 

$5  Balance  stands,  home  made. 

fSolids  weighing  100  to  250  g. — porcelain,  solid  glass,  pieces  of 
metal,  stones,  sulphur. 

*Exp.  4.  Specific  Gravity  of  Liquid,  Two  Methods,  (Bottle  and  Dis- 
placement Methods.) 

5 Equal  arm  balances,  (Listed1  in  Exp.  1.) 
f5  Two  oz.  wide  mouth  bottles  with  glass  stoppers,  50c. 
fLiquids  of  various  densities — salt  water,  milk,  denatured  alcohol, 
gasoline,  kerosene. 

By  displacement  method. — 

5 Glass  jars  (Listed  in  Exp.  3.) 
fSolids  in  Exp.  3. 


Exp.  5.  Specific  Gravity  by  Balancing  Columns. 
fExp.  6.  Boyle’s  Law. 

5 Boyle’s  Law  tubes,  funnel  top,  large  bore,  $5.00,  or  if  it  is  desired 
these  tubes  may  be  home  made  as  in  Millikan  and  Gale,  from 
glass  tubing,  1 m.  m.  inside  diam.,  and  100  cm.  long. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

5 Pounds  of  clean  mercury,  $5.00. 

1 Mercury  barometer,  metric,  adjustable,  $7.50. 


Exp. 


7. 


Density  of  Air. 


34 


High  School  Manual 


Exp.  8.  Hooke’s  Law. 

Exp.  9 Strength  of  Materials. 


*Exp.  10.  The  Straight  Lever,  Principle  of  Moments. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

5 Sets  of  weights,  (Listed  in  Exp.  1.)  hook  weights  are  convenient. 

*Exp  11.  Center  of  Gravity  and  Weight  of  Lever. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

fWood  prisms,  each  face  2 inches  by  1 inch,  load  one  end  of  meter 
stick  with  a weight  to  destroy  symmetry. 

*Exp.  12.  Parallalogram  of  Forces. 

15  Spring  balances,  metric  250  grams,  flat  back  $10.00. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

fl5  Rectangular  wood  blocks,  (Listed  in  Exp.  1.) 

Exp.  13.  Four  Forces  at  Right  Angles  in  One  Plane. 


*Exp.  14.  Coefficient  of  Friction  Between  Solid  Bodies,  on  a Level  and 
by  Sliding  on  an  Incline. 
f5  Smooth  boards,  24  in.  x 6 in.  x 7-8  in. 
f5  Smooth  blocks,  (Listed  in  Exp.  1.) 

5 Equal  arm  balances  and  weights,  (Listed  in  Exp.  1.) 

5 Spring  balances,  (Listed  in  Exp.  2.) 
f5  Large  sheets  of  paper. 

*Exp.  15.  Efficiency  Test  of  Some  Elementary  Machine,  either  Pulley, 
Inclined  Plane  or  Wheel  and  Axle. 

10  Single  pulleys,  (Pressed  steel  recommended),  $2.25. 

10  Double  pulleys,  (Pressed  steel  recommended),  $4.00. 

5 Sets  of  weights,  (Listed  in  Exp.  1.) 

20  Two-inch  iron  clamps,  to  be  used  in  supporting  all  kinds  of  ap- 
paratus, $3.50. 

flOO  Feet  small  braided  cotton  cord. 

*Exp.  16.  Laws  of  Pendulum. 

5 Pendulum  balls,  iron,  one  inch  in  diameter,  drilled,  50c. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

Exp.  17.  Laws  of  Accelerated  Motion. 


*Exp.  18.  The  Mercury  Thermometer;  Relation  Between  Pressure  of 
Steam  and  Its  Temperature. 

5 Copper  boilers  and  burners  (Apparatus  A),  $21.25. 

10  Chemical  thermometers,  enclosed  scale, — 10  degrees  to  110  degrees 
C.),  $3.50. 

•jTO  Mercury  pressure  guages. 


and  Course  of  Study. 


35 


5 Screw  pinch  cocks,  $ .60.  • 

25  Feet  of  rubber  tubing,  % in.  diameter,  $2.50. 

1 Barometer,  (Listed  in  Exp.  6.) 

5 Feet,  3-16  inch,  rubber  tubing  for  connection  40c. 

If  illuminating  or  natural  gas  is  not  available,  some  form  of  alco- 
hol lamp,  or  a good  gasoline  stove  may  be  used  to  supply  heat. 

*Exp.  19.  Linear  Expansion  of  a Solid. 

5 Sets  of  linear  expansion  apparatus,  Central  Sc.  Co.,  type,  $15.00. 
These  may  be  made  at  home  at  very  little  cost,  following  the  type 
described  in  Millikan  and  Gale. 

5 Thermometers,  (Listed  in  Exp.  18.) 

5 Copper  boilers,  (Listed  in  Exp.  18.) 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

Exp.  20.  Increase  of  Pressure  of  Gas  at  Constant  Volume. 

*Exp.  21.  Increase  in  Volume  of  Gas  Heated  at  Constant  Pressure. 

5 Straight  glass  tubes,  containing  dry  air  with  mercury  seal,  to  be 
used  vertically.  The  glass  tubes  suggested  in  Exp.  6,  may  be 
used,  $15.00 

5 Chemical  thermometers,  (Listed  in  Exp.  18.) 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

5 Boilers  and  burners,  (Listed  in  Exp.  18.) 
fl  Common  water  pail  or  tin  can  to  hold  the  ice  or  snow  while  cool- 
ing the  enclosed  air  columns. 

*Exp.  22.  The  Heat  of  Fusion  of  Ice. 

5 Calorimeters,  $4.50. 

5 Thermometers,  (Listed  ip  Exp.  18.) 

5 Equal  arm  balances,  (Listed  in  Exp.  1.) 
fl  Tea  kettle  for  heating  water. 

Exp.  23.  Cooling  thru  Change  of  State,  Solidification. 

Exp.  24.  Heat  of  Vaporization  of  Water. 

*Exp.  25.  Determination  of  Dew  Point. 

5 Calorimeters,  (Listed  in  Exp.  22.) 

10  Thermometers,  (Listed  in  Exp.  18.) 
flee  and  Salt. 

*Exp.  26.  Specific  Heat  of  a Solid. 

5 Calorimeters,  (Listed  in  Exp.  22.) 

10  Thermometers,  (Listed  in  Exp.  18.) 

5 Equal  arm  balances,  (Listed  in  Exp.  1.) 

5 Boilers  and  burners,  (Listed  in  Exp.  18.) 
flO  Pounds  Lead  shot,  $1.00. 

Exp.  27.  Velocity  of  Sound. 


36 


High  School  Manual 


*Exp. 


Exp. 

Exp. 

*Exp. 


*Exp. 


*Exp. 


*Exp. 

Exp. 

*Exp. 


Exp. 

Exp. 

Exp. 

*Exp. 


28.  Wave  Length  of  Sound. 

5 Tuning  Forks,  A.  435,  $5.00. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

5 Glass  tubes,  13  inches  long  and  not  less  than  % inch  in  diameter, 
inside. 

5 Glass  battery  jars,  (Listed  in  Exp.  3.)  use  battery  jars  full  of 
water  to  vary  the  column  of  air,  by  raising  or  lowering  the  glass 
tube  in  the  water. 

29.  Number  of  Vibrations  of  a Tuning  Fork. 

30.  Use  of  Photometer. 

31.  Images  in  a Plane  Mirror. 

5 Mirrors,  thin  glass,  about  15  cms.  x 3 cms.,  50c. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

5 Wood  blocks  for  mirror  supports,  (Listed  in  Exp.  1.) 

5 Paper  protractors,  50c. 

32.  Images  Formed  by  a Convex  Mirror. 

5 Cylindrical  mirrors,  nickel  plated,  $2.50. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

33.  Images  Formed  by  a Concave  Mirror. 

5 Cylindrical  mirrors,  nickel  plated,  (Listed  in  Exp.  32.) 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

34.  Index  of  Refraction  of  Glass. 

5 Glass  refraction  plates,  7.5  cm.  x 10  cm.,  $2.50. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 

35.  Index  of  Refraction  of  Water. 

36.  Focal  Length  and  Conjugate  Foci  of  a Converging  Lens. 

5 Converging  lenses,  12  cm.  focus,  80c. 

5 Lens  holders,  $1.50. 
flO  Paper  screens. 

5 Meter  sticks,  (Listed  in  Exp.  1.) 
flO  Support  blocks  for  meter  sticks, 
f Can  dies. 

f5  Pieces  of  wire  gauze,  5 cm.  square,  for  objects. 

37.  Shape  and  Size  of  Real  Image  Formed  by  a Lens. 

38.  Magnifying  Power  of  a Lens. 

39.  Construction  of  Model  Telescope  or  Compound  Microscope. 

40.  Study  of  Magnetic  Field. 

5 Bar  magnets,  15  cm.  long,  $2.00. 
fl  Pound,  iron  filings. 

] Dozen  Tracing  Compasses,  about  y2  inch  in  diameter,  $1.25. 


and  Course  of  Study. 


37 


Exp.  41.  Magnetic  Induction. 

fExp.  42.  Study  of  a Single  Fluid  Voltaic  Cell. 

5 Glass  tumblers,  (Listed  in  Exp.  2.) 

5 Zinc  strips,  60c. 

5 Copper  strips,  60c. 

5 Lbs.  concentrated  sulphuric  acid,  55c. 

1 Lb.  Mercury,  (Listed  in  Exp.  6.) 

5 Simple  galvanoscopes  with  compasses,  $12.50. 

The  galvanoscopes  may  be  constructed  at  home  by  using  wire 
and  the  compasses  listed  in  Exp.  40. 

'Exp.  43.  Study  of  a Two  Fluid  Voltaic  Cell. 

5 Daniell  cells  consisting  of: — 

5 Battery  jars  (Listed  in  Exp.  3.) 

5 Porous  cups,  2 inches  by  4 inches,  $1.50. 

5 Zincs,  (Listed  in  Exp.  42.) 

5 Copper  plates,  (Listed  in  Exp.  42.) 

5 Galvanoscopes,  (Listed  in  Exp.  42.) 

5 Equal  arm  balances,  (Listed  in  Exp.  1.) 

5 Lbs.  Copper  sulphate,  crystals,  60c. 

Sulphuric  acid,  (Listed  in  Exp.  42.) 

*Exp.  44.  The  Magnetic  Effect  of  an  Electric  Current. 

5 Daniell  cells,  (Listed  in  Exp.  43.) 

5 Tracing  compasses,  (Listed  in  Exp.  40.) 

•j-5  Electromagnets,  local  make. 

Exp.  45.  Electrolysis. 


*Exp.  46.  Laws  of  Electrical  Resistance  of  Wires;  Various  Lengths, 
Cross  Section  and  in  Parallel. 

This  experiment  should  follow  Exp.  48,  and  the  resistances  should 
be  measured  by  the  bridge  method. 

5 Daniell  cells,  (Listed  in  Exp.  43.) 

5 Wheatstone’s  bridges,  (Listed  in  Exp.  48.) 

5 D’Arsonval  Galvanometers,  (Listed  in  Exp.  48.) 

5 Five  ohm  resistance  coils,  (Listed  in  Exp..  48.) 

5 Ten  ohm  resistance  coils,  (Listed  in  Exp.  48.) 

Yz  Lb.  copper  wire,  No.  30,  double  cotton  covered,  $1.00. 

Y2  Lb.  German  silver  wire,  No.  24,  double  cotton  covered,  $1.40. 

*4  Lb.  German  silver  wire,  No.  30,  double  cotton  covered,  $1.30 
The  German  silver  wire  all  to  be  cut  in  two  meter  lengths,  the 
copper  wire  to  be  cut  in  ten  meter  lengthst 

Exp.  47.  Resistance  Measured  by  the  Volt — Ammeter  Method. 

*Exp.  48.  Resistance  Measured  by  Wheatstone^s  Bridge. 

5 Dry  cells,  (Listed  in  Exp.  49.) 

5 Wheatstone’s  bridges,  (slide  wire  form),  $15.00. 


38 


High  School  Manual 


5 D’Arsonval  galvanometers,  $12.50. 

5 Five  ohm  resistance  coils,  $2.50. 

5 Ten  ohm  coils,  $2.50. 

*Exp.  49.  Battery  Resistance,  Combination  oe  Cells. 

5 Dry  cells,  $3.00. 

5 Daniell  cells,  (Listed  in  Exp.  43.) 

5 Galvanoscopes  with  compasses,  (Listed  in  Exp.  42.) 

5 Ten  ohm  resistance  coils,  (Listed  in  Exp.  48.) 

Exp.  50.  Study  of  Induced  Currents. 

Exp.  51.  Power  or  Efficiency  Test  of  a Small  Electric  Motor. 

Approximate  cost  of  apparatus $ 175.00 

CHEMISTRY. 

One  Year. 

The  course  in  chemistry  should  extend  through  the  year  with 
three  recitations  and  two  double  laboratory  periods  per  week.  A 
standard  textbook  should  be  completed  and  the  laboratory  work 
should  be  arranged  to  illustrate  the  statements  of  the  textbook. 

During  the  recitation  the  statements  made  in  the  textbook  should 
be  discussed  with  and  explained  to  the  student  and  illustrated  by 
the  more  difficult  experiments. 

In  the  laboratory  the  student  should  perform  experiments  to 
illustrate  the  statements  made  in  the  text-book  and  should  become 
familiar  with  the  substances  and  chemical  changes  about  which  he 
is  studying.  Each  student  should  work  independently  of  the  others 
and  should  be  taught  to  observe  carefully,  think  accurately,  and 
reason  correctly.  Careless  and  slovenly  work  should  not  be  toler- 
ated for  a moment.  A note  book  should  be  kept  showdng  the  qual- 
ity and  quantity  of  the  work  done.  It  should  be  written  in  the 
laboratory  at  the  time  and  as  the  experiment  progresses  and  the 
notations  should  be  made  in  the  following  order: — 

1.  A brief  clear  statement  of  the  purpose  of  the  experiment. 

2.  A short  description  of  the  experiment  with  a plain  outline 
drawing  of  the  more  important  parts  of  the  apparatus. 

3.  Accurate  observations  should  be  made  as  the  experiment  pro- 
gresses and  a true  record  made  of  the  facts  observed. 

4.  When  the  experiment  is  completed,  the  inferences  and  con- 
clusions which  can  be  based  on  these  facts  should  be  written  out  in 
full. 


and  Course  of  Study. 


39 


If  the  laboratory  facilities  permit,  a few  quantitative  experi- 
ments may  be  performed,  as  these,  if  well  done , give  the  student 
an  idea  of  the  need  of  care  in  his  work  and  by  them  he  will  get  a 
better  idea  of  how  some  of  the  laws  about  which  he  is  studying,  were 
obtained. 

Laboratory  work  is  a very  important  part  of  chemistry  and  no 
attempt  should  be  made  to  teach  the  subject  until  a well  equipped 
laboratory  is  available.  It  should  be  large  enough  and  supplied 
with  sufficient  apparatus  and  chemicals  to  enable  each  student  to 
work  by  himself.  Good  light,  solid  tables,  gas  connections,  water 
both  distilled  and  ordinary,  convenient  sinks,  a stock  room  for  ap- 
paratus and  chemicals  and  a hood  with  a good  draft,  are  essentials. 
The  laboratory  supplies  should  be  purchased  from  a reliable  firm. 
If  the  amount  to  be  bought  would  cost  $200.00  or  more  a consider- 
able saving  can  be  made  by  ordering  three  or  four  months  before  the 
materials  will  be  needed  and  having  them  imported  free  of  duty. 
All  educational  institutions  have  the  privilege  of  importing  goods 
for  teaching  purposes  without  paying  the  import  duty. 

Chemical  formulas  should  not  be  introduced  into  the  study  too 
soon,  for  if  they  are  the  student  may  get  an  exaggerated  idea  of 
their  importance.  When  they  are  introduced  the  fact  should  be 
emphasized  that  they  are  only  a shorthand  method  of  writing  the 
name  which,  however,  at  the  same  time  shows  certain  experimental 
facts  about  the  compound.  For  example  he  learns  that  sulfuric 
acid  is  a heavy  oily  liquid  which  has  certain  chemical  properties. 
He  can  then  learn  that  a short  way  of  writing  the  name  of  this 
substance  is  H2  S04.  This  formula  should  at  once  bring  to  his 
mind  this  same  oily  substance  and  at  the  same  time  remind  him 
that  the  substance  contains  by  weight  two  parts  of  hydrogen,  32 
parts  of  sulphur, and  64  parts  of  oxygen  in  every  98  parts  of  the 
substance.  It  also  reminds  him  of  the  constancy  of  weight,  &c. 
Formulas,  equations  and  problems  are  very  important  if  not 
used  too  soon  and  if  properly  explained  when  they  are  introduced, 
but  like  most  good  things  they  are  subject  to  abuse  and  may  lead 
to  more  harm  than  good  if  not  properly  used. 

The  science  teacher  should  not  be  overworked.  A teacher  who 
does  the  work  in  chemistry  and  physics  in  a high  school  and  does 
it  properly  will  have  very  little  time  to  devote  to  any  other  subjects. 

The  high  school  should  have  some  library  books  on  chemistry  and 
the  student  should  be  directed  and  encouraged  in  their  use.  The 
following  may  be  suggested : — 


40 


High  School  Manual 


Text  boohs  and  laboratory  manuals. 

Remsen’s  Briefer  Course,  Holt $1.12 

Elementary  Modern  Chemistry,  Ostwald  and  Morse, — Ginn  $1.00 
An  Elementary  Text  Book  of  Chemistry,  Morgan  and  Ly- 
man,— The  Macmillan  Company  

Introduction  to  Chemistry,  Ostwald,  Hall  & Williams,  Wiley  $1.50 
Laboratory  Manual,  Dennis  and  Clark, — American  Book  Co.  $0 . 50 

Reference  Boohs. 


Outlines  of  Chemistry,  L.  Kahlenberg, — Macmillan $2.60 

College  Chemistry,  Alexander  Smith, — The  Century  Co ...  . $2.15 

The  Principles  of  Inorganic  Chemistry,  Ostwald,  MacMillan  $6.00 
Chemical  Theory  for  Beginners,  Dobbin  and  Walker,  Mac- 
millan   $0.70 

Chemical  Lecture  Experiments,  Benedict, — Macmillan $2.00 

The  Electrolytic  Dissociation  Theory,  Talbot, — Macmillan  $1.25 
A Text  Book  of  Sanitary  and  Applied  Chemistry,  Bailey, — 

Macmillan  $1.40 

John  Dalton  and  the  Rise  of  Modern  Chemistry,  Roscoe, — 

Macmillan  $1.25 

Teaching  of  Chemistry  and  Physics,  Smith  and  Hall, — Long- 
mans   $1.50 

Modern  Science  Reader,  Bird, — Macmillan $1.10 

History  of  Chemistry,  Venable, — Heath $1.00 

In  each  case  the  latest  edition  should  be  purchased. 


LIST  OF  EXPERIMENTS. 

Quality  rather  than  quantity  should  count  in  this  work  but  the  student  should 
do  at  least  thirty-five  experiments  similar  to  these  indicated  below. 

Experiment  1.  Three  states  of  matter,  temperature  of  melting  ice  and  of 
boiling  water,  the  effect  of  dissolving  various  substances  in  water  on  its  melting 
and  boiling  points. 

Ex.  2.  Illustrate  mixtures,  solutions,  and  chemical  compounds,  their  simi- 
larities and  differences. 

Ex.  3.  Burning  of  a candle,  a piece  of  wood,  magnesium  ribbon,  &c.,  in 
the  air  and  a study  of  the  products  formed. 

Ex.  4.  Preparation  of  oxygen  in  at  least  three  ways  and  a study  of  its 
properties. 

Ex.  5.  Study  the  barometer  and  the  effect  of  pressure  and  temperature  on 
gases. 

Ex.  6.  The  preparation  of  hydrogen  by  sodium  on  water,  sulfuric  acid  on 
zinc  and  hydrochloric  acid  on  aluminum,  and  a study  of  the  properties  of  the 
gas. 


and  Course  of  Study. 


41 


Ex.  7.  Study  the  other  products  of  the  reactions  in  experiment  6. 

Ex.  8.  Synthesis  of  water  both  qualitative  and  quantitative. 

Ex.  9.  Study  oxidations  and  reductions. 

Ex.  10.  Study  the  purification  of  water  by  distillation  using  first  salt,  then 
alcohol,  and  finally  ammonia  in  the  water.  Also  study  filtration  first  using  salt 
and  then  some  suspended  matter  in  the  water. 

Ex.  11.  Compare  the  different  solubilities  of  different  substances  in  various 
solvents,  and  study  unsaturated,  saturated,  and  supersaturated  solutions. 

Ex.  12.  Study  reversible  reactions  by  first  making  hydrogen  and  iron  oxide 
by  passing  steam  over  iron,  and  then  drying  out  the  tube  and  showing  that  by 
passing  hydrogen  over  the  iron  oxide  metallic  iron  and  water  are  again  formed. 

Ex.  13.  Preparation  and  properties  of  hydrochloric  acid. 

Ex.  14.  Preparation  and  properties  of  Chlorine'. 

Ex.  15.  Preparation  of  potassium  hypochlorite  and  potassium  chlorate. 

Ex.  16.  Preparation  of  sodium  chloride  from  the  metal  and  chlorine,  the 

metal  and  hydrochloric  acid,  and  from  sodium  hydroxide  and  hydrochloric  acid. 

Ex.  17.  The  preparation  and  properties  of  at  least  three  other  chlorides. 

Ex.  18.  Heat  a weighed  amount  of  copper  in  oxygen  until  the  copper  is 
completely  converted  into  copper  oxide,  weigh  again  and  calculate  the  simplest 
formula  for  copper  oxide. 

Ex.  19.  Determine  the  percentage  of  the  oxygen  in  the  air. 

Ex.  20.  Preparation  and  properties  of  nitric  acid. 

Ex.  21.  Preparation  and  properties  of  nitric  oxide  and  nitrogen  peroxide. 

Ex.  22.  Preparation  and  properties  of  nitrous  oxide. 

Ex.  23.  Preparation  and  properties  of  ammonia. 

Ex.  24.  Ammonia  and  water,  sodium  and  potassium  on  water,  bases, 
neutralization. 

Ex.  25.  Preparation  and  properties  of  carbon  dioxide. 

Ex.  26.  Preparation  and  properties  of  carbon  monoxide. 

Ex.  27.  Study  the  burning  of  charcoal  in  much  oxygen  and  then  in  small 
amount  of  oxygen. 

Ex.  28.  Show  that  plants  absorb  carbon  dioxide  and  give  off  oxygen  in  the 
day  time  and  reverse  at  night. 

Ex.  29.  Ferment  grape  sugar  and  study  the  products. 

Ex.  30.  Preparation  and  properties  of  bromine. 

Ex.  31.  Preparation  and  properties  of  iodine. 

Ex.  32.  Study  the  relative  stability  of  hydrochloric  acid,  hydrobromic  acid, 
and  hydroxidic  acid. 

Ex.  33.  Study  the  physical  and  chemical  properties  of  sulfur. 

* Ex.  34.  Preparation  and  properties  of  hydrogen  sulfide. 

Ex.  35.  Study  the  effect  of  passing  hydrogen  sulfide  into  solutions  of  a 

variety  of  salts. 


Ex.  36. 
properties. 
Ex.  37. 
Ex.  38. 
Ex.  39. 
Ex.  40. 
carbonate. 


Make  sulphur  dioxide  by  two  or  three  different  ways  and  study  its 

Study  sulfuric  acid  and  make  several  sulfates. 

Study  sodium  and  potassium  compounds. 

Study  calcuim,  barium,  and  strontium  compounds. 

Study  the  action  of  carbon  dioxide  on  lime  water  and  on  calcium 


42 


High  School  Manual 


Ex.  41.  Study  tin  and  lead  compounds. 

Ex.  42.  Study  aluminum  compounds,  mordants,  &c. 

Ex.  43.  Study  copper  and  silver  compounds,  photography. 

Ex.  44.  Study  iron  compounds. 

Ex.  45.  Study  chromium  salts. 

Ex.  46.  Make  potassium  chromate  and  dichromate. 

Ex.  47.  Made  potassium  manganate  and  permanganate. 

BIOLOGY. 

One  Year. 

Biology  deals  wholly  with  living  organisms.  It  includes  ele- 
mentary botany,  zoology,  and  human  physiology  and  hygiene.  The 
subjects  are  sufficiently  closely  related  to  afford  a connected  study 
for  a year  of  desirable  work.  The  aim  of  biology  is  to  give  pupils 
a general  view  of  the  wide  range  of  forms  in  plant  and  animal 
life,  to  lead  them  to  observe  the  many  processes  carried  on  by 
plants  and  animals  and  to  study  only  so  much  of  the  structure  as 
is  necessary  to  understand  clearly  such  processes,  and  to  help  the 
pupils  to  a reasonable  knowledge  of  the  human  body  and  the 
way  to  care  for  it. 

Biology  should  be  pursued  strictly  as  an  inductive  science.  The 
subject  matter  should  be  present  to  the  senses.  Field  work,  labor- 
atory work  and  actual  study  of  specimens  must  be  relied  upon. 
Textbook  study  alone  of  plants  and  animals  is  a waste  of  time  and 
energy  of  both  pupil  and  teacher.  Textbooks  should  be  used  to 
guide  and  supplement  field  and  laboratory  study.  If  the  teacher 
is  not  very  well  prepared  to  present  the  subject  let  him  at  least 
become  a learner  and  together  with  the  pupils  pursue  the  subject 
as  learners.  In  this  way  much  may  be  accomplished ; in  fact,  very 
often  the  best  learning  and  teaching  will  result. 

The  study  of  biology  should  begin  with  some  simple  physical 
and  chemical  experiments  to  give  clear,  concrete  notions  of  the 
principal  elements  and  simple  compounds  of  plant  and  animal 
life.  These  experiments  should  be  performed  as  an  introduction 
to  the  various  topics  to  which  they  are  most  closely  related.  The 
order  of  study  should  be  plant  life,  animal  life,  human  physiology 
and  hygiene.  No  outline  of  the  subject  by  topics  will  be  given 
here  as  any  good  textbook  will  furnish  a desirable  order  for  devel- 
oping the  subject. 

The  teacher  of  biology  should  be  thoroughly  prepared  to  present 
and  develop  the  subject.  He  should  have  done  college  work  in 
both  the  physical  and  biological  sciences,  especially  the  latter. 


and  Course  of  Study. 


43 


He  should  be  at  home  in  a laboratory  or  in  field  study  and  feel 
kenly  that  he  is  introducing  his  pupils  into  the  richest  and  most 
productive  of  school  studies. 

Throughout  the  course  such  fundamental  principles  should  be 
illustrated  and  presented  as  will  keep  the  continuity  and  unity  of 
the  subject  sufficiently  clear  in  the  mind  of  the  learner.  The  stu- 
dent should  know  that  he  is  studying  one  subject  and  not  three 
separate  subjects.  To  this  end  emphasis  should  be  laid  upon  the 
unifying  functions — nutrition,  respiration,  excretion,  motion,  sen- 
sation, and  reproduction.  These  unifying  ideas  should  be  thor- 
oughly established  in  the  mind  of  the  student.  The  following  books 


are  suggested  for  class  and  library  use : 

Lloyd — The  Teaching  of  Biology — Longmans  Green  & Co.  $1.50 

Boyer — Elements  of  Biology — Heath .80 

Hargitt — Outlines  of  Biology — C.  W.  Bardeen $1.00 

Sharpe — Laboratory  Manual  in  Biology — American  Book 

Co .75 

Ogden — Rural  Hygiene — Macmillan $1.50 

Brown — Physiology  for  the  Laboratory — Ginn  & Co .85 

Gulick — The  Efficient  Life — Doubleday  & Page $1.20 

Hough  & Segwick — Elements  of  Hygiene  and  Sanitation — 

Ginn  $1.25 

Kellogg — The  Animals  and  Man — Holt $1.25 

Dodge — Elementary  Practical  Biology — American  Book  Co.  $1.80 


BOTANY. 

One  year  should  be  given  to  botany.  It  should  represent  labora- 
tory and  field  work,  demonstrations  and  text  book  study.  At  least 
two  double  periods  per  week  should  be  given  to  laboratory  or  to 
closely  supervised  field  work. 

The  student  should  make  his  own  observations  and  draw  his  own 
conclusions.  The  work  should  be  descriptive  and  explanatory. 
The  student  should  aim  at  the  causal  relation  in  all  his  botany  work. 
Besides  the  knowledge  and  interest  developed  by  the  study,  the 
student  should  gain  confidence  in  the  testimony  of  his  own  senses, 
belief  in  his  reasoning  from  facts  to  conclusions,  the  habit  of  looking 
for  the  deeper  meanihg  of  things,  and  of  inferring  causes  from 
effects  and  effects  from  causes. 

An  account  of  the  study  should  be  kept  in  a well  planned  note 
book.  This  laboratory  note  book  should  contain  accurate  drawings, 
precise  and  expressive  descriptions,  and  clear  and  definite  con- 


44 


High  School  Manual 


elusions.  The  note  book  should  show  the  quality  and  quantity  of 
work  done. 

Modern  botany  requires  a properly  equipped  laboratory.  The 
laboratory  should  be  well  lighted,  furnished  with  firm  tables 
twenty-seven  or  twenty-eight  inches  high,  and  have  sufficient  shelves 
and  cases  at  the  sides  of  the  room.  There  should  be  at  least  one- 
fifth  as  many  microscopes  as  there  are  students  in  the  class.  While 
at  work  each  student  should  have  free  access  to  a good  microscope. 
With  each  microscope  there  should  be  provided  a set  of  dissecting 
instruments,  such  as  scalpel,  forceps,  scissors,  needles  and  pipettes, 
besides  glass  slips,  cover  glasses,  alcohol,  reagents,  etc. 

Each  school  laboratory  should  contain  a reference  herbarium  in 
which  not  only  the  species  of  native  plants  are  preserved  but  also 
good  specimens  of  the  great  types  that  do  not  grow  in  the  region 
of  the  school. 

Each  high  school  should  have  a well  selected  library  of  botani- 


cal books.  The  following  books  are  suggested : 

Atkinson — Botany  for  High  Schools — Holt  $1.25 

Bergen — Foundations  of  Botany — Ginn  & Co 60 

Conn — Bacteria  Yeasts  and  Moulds  in  the  Home — 

Ginn  & Co 1.00 

Coulter — Plant  Relations — Appleton  & Co 1.10 

MacDougal — Elements  of  Plant  Physiology — Longmans  . . 1.20 

MacDougal — Nature  and  Work  of  Plants — Macmillan 80 

Pinchot — Primer  of  Forestry,  (2  parts), — U.  S.  Depart- 
ment of  Agriculture.  Free. 

Sargent — Corn  Plants — Houghton,  Mifflin  Co 75 

Osterhout — Experiments  with  Plants — Macmillan 1.25 

Leavitt — Outlines  of  Botany — American  Book  Co 1.00 

Ganong — Teaching  Botanist — Macmillan 1.25 


Bureau  of  Education  Bulletin  No.  1,  1911.  Free.  Washington, 
D.  C. 

N.  E.  A.  Proceedings.  Membership,  $2.00  year,  Irwin  Shepard, 
Sec’y.,  Winona,  Minn. 

School  Science  and  Mathematics,  Chicago,  $2.00.  A monthly 
Journal. 

ADVANCED  ZOOLOGY. 

One  Year. 

Zoology  represents  one  year  of  consecutive  study  and  pre-sup- 
poses  general  biology.  There  should  be  three  class  exercises  and 


and  Course  of  Study. 


45 


two  double  laboratory  periods  per  week.  The  class  work  should 
be  planned  according  to  some  suitable  text  book  and  the  laboratory 
work  in  keeping  with  some  good  manual. 

The  note  book  kept  by  the  student  should  reflect  the  scientific 
piethod  and  tentative  attitude  in  the  study,  as  well  as  the  quality 
and  quantity  of  work  done.  The  note  book  should  contain  clear, 
concise  descriptions  and  accurate  drawings. 

The  laboratory  work  should  consist  of  regular  laboratory  and 
field  study.  The  regular  laboratory  study  should  include  a limited 
number  of  carefully  selected  types.  The  emphasis  should  be  laid 
upon  processes  and  activities  as  well  as  on  the  form.  The  study 
of  structure  should  be  to  reval  processes  and  adaptations  and  the 
principles  of  growth  and  development  in  evolution.  The  field  study 
as  in  the  case  of  botany  must  be  well  planned  and  supervised  to  have 
educative  value.  The  teacher  should  visit  the  locality,  determine 
upon  the  aim  and  purpose  of  the  lesson  according  to  the  available 
material,  and  plan  the  lesson  with  care  before  the  class  is  taken 
out.  It  is  well  to  select  a unit  of  environment  and  study  it  inten- 
sively. 

Zoology  properly  taught  is  a highly  educative  subject  and  at 
the  same  time  an  economical  science.  No  subject  offers  better 
opportunities  for  accurate  observation,  clear  description,  correct 
analysis  and  discriminating  thinking  than  zoology;  it  may  be  one 
of  the  most  valuable  and  attractive  subjects  in  the  High  School. 
The  economical  side,  as  in  botany,  should  be  impressed  upon 
the  student.  Zoology  can  use  the  same  equipment  as  botany ; the 
additional  cost  in  the  way  of  apparatus  and  supplies  need  not  be 
considerable.  The  following  types  should  be  studied : 

Amoeba. 

Hydra. 

Earthworm. 

Crayfish. 

Insect. 

Snail  or  mussel. 

Fish. 

Frog  or  turtle. 

Bird  or 

Mammal  (cat). 

A collection  of  local  animals  should  be  made  by  each  school.  The 
local  fauna  should  be  attractively  displayed.  This  local  museum 
should  be  used  under  the  direction  of  the  teacher  in  the  same  way 


46 


High  School  Manual 


a library  should  be  used,  by  definite  references  given  the  students 
and  definite  accounts  rendered  by  the  students  for  each  reference. 

Each  high  school  should  have  a working  zoological  library  of 
the  best  books  suitable  for  high  school  students.  The  books  should 
include  a few  text  books  and  the  laboratory  manuals  and  reference 
books.  The  following  are  suggested: 

Jordan  Kellogg  & Heath — Animal  Studies — Appleton. . . . $1.80 


Jordan  & Kellogg — Animal  Life — Appleton 1.20 

Parker  & Haswell — Manual  of  Zoology — Macmillan 1.60 

Linville  & Kelly — Text  Book  in  General  Zoology — Ginn.  . 1.50 

Hertwig — Manual  of  Zoology — Holt  3.00 

Weed — Life  Histories  of  American  Insects — Macmillan.  . . 1.50 

Merriam — Birds  of  the  Village  and  Fields — Houghton 

Mifflin  Co 2.00 

Holland — Butterfly — Doubleday,  Page  & Co 3.00 

Howard — Insect  Book — Doubleday,  Page  & Co 3.00 

Jordan  & Everman — Fish  Book — Doubleday,  Page  & Co.  . 4.00 

U.  S.  Department  of  Agricuture,  Washington,  D.  C. 

Ditmars — The  Reptile  Book — Doubleday,  Page  & Co 4.00 

Dickerson — The  Frog  Book — Doubleday,  Page  & Co 4.00 

Marshall — The  Frog — Macmillan  1.10 

Osborn — Economic  Zoology — Macmillan  2.00 

Shipley  & MacBride — Zoology — Macmillan  2.60 

Metcalf — Organic  Evolution — Macmillan  . 2.50 

Maeterlinck — The  Life  of  the  Bee  (might  be  in  the  general 

library  of  the  school) — Dodd  1.40 

Holland — Moth  Book — Doubleday,  Page  & Co 4.00 


PHYSIOGRAPHY. 

This  course  covers  one  year’s  work;  one-half  year  in  physical 
geography  and  one-half  year  in  elementary  geology.  Unless  the 
teacher  has  had  an  extended  course  in  this  branch  and  its  cognate 
subjects  the  work  is  to  follow  rather  closely  the  presentation  given 
in  some  good  modern  textbook.  The  textbook  work,  however,  is  not 
to  be  followed  to  the  exclusion  of  laboratory  work,  field  work,  and 
reference  reading. 

Laboratory  Work. — Some  such  manual  as  Brigham’s,  published 
by  Appleton  & Co.,  or  Darlin’s,  published  by  Atkinson,  Mentzer  & 
Company,  is  used.  Note  books  are  prepared  with  the  same  care 
that  is  used  in  other  sciences. 

Field  Work. — This  will  comprise  such  topics  as  the  following: 


and  Course  of  Study. 


47 


clouds  and  their  movements,  winds,  etc.,  weathering  of  rocks,  erosion, 
transportation  and  deposition;  river  currents  and  movements  of 
water;  rocks,  minerals,  folding,  faults,  stratification,  evidences  of 
movements  of  the  crust,  etc.  Coal  mines,  quarries,  etc.,  are  visited. 

Reference  Reading. — Pupils  are  given  reference  readings  in  other 
textbooks.  Government  publications  afford  a considerable  amount 
of  collateral  reading,  especially  those  from  the  Geological  Survey 
and  the  Department  of  Agriculture,  Washington.  The  National 
Geographic  Magazine,  published  by  the  National  Geographic  So- 
ciety at  Washington,  is  used. 

DOMESTIC  ART  AND  DOMESTIC  SCIENCE. 

No  attempt  is  here  made  to  present  a detailed  course  in  either 
sewing  or  cooking.  Only  a few  general  suggestions  are  offered, 
and  matters  of  detail  are  left  to  be  worked  out  for  each  particular 
school  by  the  superintendent  and  teacher. 

The  course  in  mind  for  which  these  suggestions  are  intended 
would  cover  four  years.  The  time  should  be  divided  about  equally ; 
two  years  to  sewing,  two  years  to  cooking.  As  many  pupils  do 
not  remain  in  school  longer  than  two  years  perhaps  the  best  ar- 
rangement is  to  alternate  the  work,  giving  sewing  in  the  first  year 
and  cooking  in  the  second.  For  the  third  and  fourth  years  the 
work  may  be  presented  in  whatever  order  seems  best. 

The  priciples  of  both  sewing  and  cooking  should  be  taught  right 
along  with  the  practical  work.  If  a text-book  is  used,  lessons  may 
be  assigned  for  home  preparation;  if  not,  the  teacher  must  supply 
the  lack  by  giving  talks,  or  dictating  notes,  and  these  should  be 
studied  by  the  pupil  and  recited  upon  at  another  time.  A clear 
understanding  of  the  principles  of  sewing  and  cooking  is  necessary 
to  maintain  interest.  To  make  all  the  work,  or  too  much  of  it, 
practical  will  eventually  destroy  interest.  The  reasons  why  things 
are  so,  or  why  they  must  be  done  in  a certain  way,  are  the 
chief  sources  of  interest  and  the  basis  for  intellectual  growth  in  this 
work. 

From  the  very  beginning  attention  should  be  given  to  forming 
habits  of  neatness,  order,  system,  accuracy,  cleanliness,  pride  in 
the  work,  etc.  The  educational  value  of  all  such  work  lies  in  acquir- 
ing a body  of  facts  or  priciples  which  are  carried  into  practice  at  all 
times.  Actions  and  conduct  should  be  the  outcome  of  knowledge, 
and  habits  should  be  the  result  of  action  directed  by  knowledge. 


48 


High  School  Manual 


Domestic  Art. 

It  is  assumed  that  no  work  has  been  done  in  grades  below  the 
high  school. 

Beginning  with  lessons  on  the  equipment  necessary  for  each 
pupil,  how  to  care  for  it  and  how  to  use  each  article,  proceed  with 
instruction  in  various  kinds  of  stitches  employed  in  different  forms 
of  sewing,  then  the  different  seams  and  when  to  use  them.  As 
soon  as  possible  begin  the  making  of  some  article  for  the  pupil’s 
use  or  for  use  in  the  home.  A number  of  these  have  been  suggested 
in  the  outline  of  “Domestic  Art  for  Country  and  Village  Schools.” 
Begin  with  the  making  of  simple  articles  and  garments,  proceed- 
ing gradually  to  those  which  are  more  complex.  Give  special  at- 
tention to  using  proper  stitching  and  seams  for  different  work. 

Theoretical  instruction  should  go  hand  in  hand  with  practical 
work.  A study  should  be  made  of  the  different  kinds  of  material  used 
and  the  raw  fiber  from  which  they  are  made,  as  cotton,  flax,  wool 
and  silk;  the  adaptation  of  different  materials  for  certain  uses; 
close  and  loose  weave ; kind  of  material  best  to  be  used  for  certain 
work ; how  to  select  cloth  as  to  its  lasting  qualities,  and  as  to  design 
and  color ; washable  and  unwashable  goods ; clothing  for  winter  and 
summer. 

Selection  of  goods  with  regard  to  economy.  Study  cost  of  goods 
for  various  purposes;  width  of  goods,  color,  durability,  amount 
needed,  cost  for  trimming,  suitability  to  age;  harmony  of  colors; 
harmony  with  other  articles  of  clothing  already  possessed;  cost  of 
entire  suit  including  dress,  hat,  gloves,  and  shoes ; comparative  cost 
of  clothing  ready  made,  made  out  of  home,  and  made  in  the  home; 
selection  with  reference  to  cost  of  laundering,  pressing  and  clean- 
ing. 

Plan  a dress  and  make  up  a complete  statement  of  cost,  includ- 
ing all  items  for  cloth,  trimmings  and  making.  Add  cost  for  hat, 
gloves  and  shoes  to  match. 

Special  attention  should  be  given  to  the  problem  of  dressing 
tastefully  yet  economically,  and  dressing  with  regard  to  health  and 
comfort. 

Call  attention  to  the  matter  of  caring  for  clothing  so  as  to  secure 
most  service  from  it,  and  how  to  change  and  make  over  so  as  to  be 
in  accord  with  the  current  style  in  dress. 

Laundering.  The  course  should  include  a complete  study  of 
washing  of  different  kinds  of  fabrics ; the  effect  of  hard  and  soft 


and  Course  of  Study. 


49 


water;  how  to  break  hard  water;  settling  of  muddy  water;  the 
use  of  soaps  and  washing  powders ; washing,  rinsing,  bluing,  wring- 
ing, and  starching;  how  to  prevent  colors  from  running;  bleach- 
ing ; drying ; dampening  and  ironing. 

Millinery.  Selection  of  hat  as  to  color,  design  and  suitability 
to  other  items  of  dress;  suitability  to  age;  for  dress  and  general 
wear.  Cost  of  various  types;  cost  of  hat  compared  with  other 
items  of  dress.  How  to  make  over;  renovating  material;  making 
new  hat. 


Domestic  Science. 

After  preliminary  lessons  on  the  purpose  of  the  work,  the  ar- 
rangement of  the  kitchen  and  the  care  of  the  equipment,  proceed 
to  the  study  of  the  three  different  classes  of  foods,  as  carbohydrates, 
proteids  and  fats.  What  are  the  special  nutritive  elements  in  each 
of  these  groups;  what  is  the  nutritive  value  of  each  group,  from 
what  sources  is  each  derived,  and  what  proportion  of  each  is 
necessary  to  maintain  the  human  body  in  health  and  strength? 
Study  effect  of  occupation  on  diet.  Not  enough  attention  has  been 
given  in  most  families  to  the  “ balanced  ration”  both  as  affecting 
health  and  as  affecting  the  cost  of  living. 

Plan  the  course  so  as  to  include  the  study  of  a number  of  types 
under  each  group,  as,  starches — rice,  potatoes;  sugars — candy, 
sauces;  fats — butter,  etc.  These  lessons  can  be  prepared  so  as  to 
proceed  in  an  orderly  development  of  the  work.  They  will,  of 
course  constitute  the  greater  part  of  the  work. 

Make  intensive  study  of  certain  things,  as  milk.  What  are  the 
chief  constituents  of  milk?  What  is  its  food  value?  How  does  it 
compare  with  other  articles  as  to  food  value?  Butter;  cheese  and 
cottage  cheese ; condensed  milk ; bacteria  in  milk ; how  to  care  for 
it ; how  milk  must  be  handled  to  keep  it  clean ; cost  of  milk  compared 
with  other  articles  of  food,  and  uses  in  cooking.  (In  this  connection 
some  account  may  be  given  of  modern  dairy  methods  and  what  per- 
centage of  butter  fat  should  be  had  in  good  milk ; what  percentage 
of  bacteria  may  be  allowed  and  milk  still  regarded  as  good?) 

Other  studies  of  the  same  kind  can  be  made  as  each  different, 
article  of  food  is  taken  up.  Each  one  should  be  studied  as  to  its 
class  as  a food;  its  particular  food  value;  compared  with  other 
articles  of  similar  kind;  how  to  care  for  it;  methods  of  preparing 
it  for  use;  different  ways  of  cooking  it;  how,  and  with  what,  to 


50 


High  School  Manual 


serve  it;  cost  of  meats,  vegetables,  eggs,  fruits,  fish,  salads,  bever- 
ages, desserts. 

Emphasize  the  necessity  of  care  in  handling  and  caring  for 
all  articles  of  food  so  as  to  prevent  contamination  and  souring,  or 
decay.  This  should  extend  to  the  matter  of  handling  all  food 
supplies  at  the  grocery.  Emphasize  the  danger  arising  from  foods 
improperly  cared  for.  Discuss  danger  of  decaying  fruits,  moulded 
bread  and  canned  fruits;  tainted  meats.  How  to  prepare  canned 
goods  so  as  to  minimize  danger. 

Marketing.  Pupils  should  be  given  a course  in  marketing. 
This  should  include  vegetables  and  fruits  in  season;  the  amounts 
of  each  to  buy  for  a family  of  so  many  persons ; quantities  to 
be  bought  at  various  seasons  depending  upon  keeping  qualities; 
comparative  cost  of  smaller  and  larger  quantities.  How  to  buy 
meats ; vegetables  to  go  with  certain  meats ; various  kinds  of  meat 
as  pork,  beef,  veal,  mutton,  poultry,  and  fish;  fresh  and  dried  or 
salt  meats  ; canned  meats  and  fish. 

Study  the  methods  of  cutting  meats  and  which  are  the  best 
cuts ; the  cheaper  cuts  and  how  they  may  be  used. 

Study  the  various  measures  and  weights  used  and  have  pupils 
look  into  the  matter  of  ordinary  food  adulterations. 

In  a two  years’  course  in  cooking  a course  should  be  provided 
in  the  chemistry  of  food.  This  course  should  be  worked  out  in 
connection  with  the  regular  classes  in  chemistry  if  it  can  be.  At 
least  it  should  be  a laboratory  course. 

Menus.  Write  out  menus  for  breakfasts,  dinners,  luncheons. 
Consider  proper  distribution  as  to  food  values  and  approximate 
cost  of  serving  each  menu  to  three  or  five  persons.  Plan  meals 
for  an  entire  day ; for  a week. 

Table  Service.  Table  linen ; laying  table  for  any  certain  number 
of  persons;  table  decoration;  placing  host,  hostess,  and  guests; 
arrangement  of  table  ware;  placing  foods  for  serving;  serving 
different  courses;  waiting  table. 

Home  Nursing.  How  to  detect  common  ailments  particularly  of 
children ; common  remedies  which  should  be  kept  in  the  home  for 
use;  how  to  care  for  one  confined  to  bed;  bathing  patient  and 
changing  bed  clothing ; dressing  cuts,  burns  and  bruises ; caring  for 
older  people  so  as  to  secure  comfort ; preparing  appetizing  and  nour- 
ishing food  for  the  sick ; care  of  utensils  used  in  the  sick  room  and 
disposal  of  all  waste  matter.  Value  of  rest  and  quietness  about 


and  Course  of  Study. 


51 


the  sick  room.  When  to  send  for  the  doctor  and  how  to  follow  his 
instructions. 

How  to  sterilize  instruments  and  utensils  used  in  the  sick  room, 
how  to  prepare  antiseptic  solutions,  and  how  to  disinfect  the  room. 
Much  here  suggested  will  be  treated  in  the  physiologies. 

Household  Accounts.  Have  pupils  undertake  to  manage  the 
household  for  one  month,  keeping  accurate  account  of  all  expendi- 
tures. Have  them  apportion  the  month’s  income  to  rent,  taxes, 
heat  and  light,  clothing,  groceries,  meats,  laundry  and  hired  help, 
medical  expenses,  amusements,  miscellaneous  and  savings.  At  the 
end  of  the  month  they  should  make  a report  as  to  their  success  in 
keeping  expenses  within  the  amount  apportioned.  The  matter 
of  keeping  accurate  accounts  of  household  expenses  will  tend  to 
show  where  extravagance  prevails  and  where  savings  can  be  af- 
fected. 

Apportioning  the  amount  to  be  expended  will  also  tend  to 
show  the  necessity  for  carefully  studying  all  items  of  purchase  in 
order  to  secure  the  most  and  best  for  the  amount  which  can  be  ex- 
pended. 

All  the  work  in  Domestic  Science  and  Art  should  be  in  the  hands 
of  well-prepared  teachers.  It  is  a special  work  and  to  secure  the 
best  results  should  be  taught  by  specialists. 

The  work  must  be  carefully  planned  so  as  not  to  have  too  much 
repetition  or  overlapping,  at  the  same  time  the  work  should  be  cor- 
related wherever  possible  with  the  other  work  of  the  school. 

While  the  character  of  the  work  should  be  very  practical  yet 
its  aim  should  be  to  make  home-makers  rather  than  cooks,  seam- 
stresses or  milliners.  The  work  should  embrace  all  the  activities  of 
the  home. 

Each  school  undertaking  to  give  courses  in  domestic  science 
should  secure  some  reference  books.  Many  very  valuable  mono- 
graphs on  fruits,  vegetables,  meats,  etc.,  and  how  to  prepare  them 
may  be  secured  from  the  Department  of  Agriculture,  Washington, 
D.  C.  Write  for  a list  of  their  publications  and  make  such  selec- 
tion as  may  be  needed. 


MANUAL  TRAINING. 

The  local  conditions  will  to  some  extent  determine  how  much 
and  what  kind  of  manual  training  work  should  be  undertaken  in 
the  high  school.  Whether  or  not  manual  training  is  given  in  the 


52 


High  School  Manual 


grades  below  the  high  school,  and,  if  so,  the  kind  and  amount  of 
work  done,  must  also  be  taken  into  consideration.  The  suggestions 
which  are  offered  are  general  in  their  scope.  Details  of  the  course 
of  study,  of  equipment,  and  of  the  character  of  the  work  to  be  at- 
tempted must  be  determined  by  the  superintendent  and  his  teacher. 

1.  In  order  to  do  good  work  there  must  be  a clear  concept  of  the 
thing  to  be  produced.  This  is  best  developed  by  making  a working 
drawing,  and  the  ability  to  make  the  drawing  implies  a knowledge 
of  the  principles  of  mechanical  drawing.  Hence,  courses  in  mechan- 
ical drawing  should  be  begun  at  the  very  first  and  carried  on  co- 
ordinately  with  shop  work. 

2.  Some  time  may  of  necessity  be  given  to  pure  exercise  work, 
but  the  amount  should  be  limited,  and  the  exercise  should  be  one 
whose  principle  will  be  almost  immediately  applied  to  some  piece 
of  practical  work.  From  the  beginning  the  aim  of  the  shop  work 
should  be  to  make  some  useful  article.  The  preference  of  the  pupil 

, as  to  what  he  will  make  should  be  allowed,  provided  it  is  clear 
that  his  selection  is  not  beyond  his  ability  to  construct. 

3.  Where  but  a limited  amount  of  time  can  be  given,  the  course 
should  possibly  be  limited  to  work  in  wood.  If  work  can  be  con- 
tinued through  the  four  years  of  high  school,  work  in  metals  should 
form  a part  of  the  course.  If  it  is  impossible  to  secure  room  and 
equipment  for  metal  work,  forging,  etc.,  this  should  be  replaced  by 
additional  woodwork. 

4.  In  all  manual  training  work  quality  should  be  emphasized 
over  quantity.  Exactness,  thoroughness,  accuracy,  good  workman- 
ship, and  the  recognition  of  the  value  of  the  corresponding  habits, 
are  the  ends  to  be  sought  by  the  teacher  in  the  work  of  every  pupil, 
while  the  desire  to  do  perfect  work  is  the  quality  to  be  developed  in 
the  pupil.  These  qualities  are  moral  as  well  as  industrial,  and  have 
their  re-actions  upon  character  as  well  as  upon  workmanship. 

5.  In  all  the  work  the  particular  problem  should  be  treated  in 
relation  to  the  corresponding  general  problems ; that  is,  its  relation 
to  other  school  subjects  shown,  or  its  relation  to  the  industries.  For 
example,  mechanical  drawing  -will  correlate  with  geometry.  While 
pupils  are  doing  bench  and  cabinet  work  they  should  make  a study 
of  the  kinds  and  characteristics  of  the  wood  with  which  they  are 
working.  This  will  lead  on  the  one  side  to  botany,  on  the  other  to 
forestry,  lumbering,  wood  manufactures,  furniture,  etc. 

The  following  brief  outline  of  work,  or  some  adaptation  of  it  will 
probably  answer  in  most  schools.  It  will  be  observed  that  it  is 


and  Course  of  Study. 


53 


assumed  that  no  manual  work  has  been  done  in  the  grades  below  the 
high  school. 

Outline  of  Course. 

First  Year. — Bench  work  and  cabinet  making;  wood  turning; 
mechanical  drawing. 

Second  Year. — Advanced  cabinet  making;  pattern  making  and 
foundry  practice;  mechanical  drawing. 

Third  Year. — Metal  working;  mechanical  drawing. 

Fourth  Year. — Forging;  machine  shop  practice  to  include  work 
on  the  drill  press,  engine,  lathe  and  milling  machines;  mechanical 
drawing. 

Mechanical  drawing  is  included  in  all  years  of  the  course.  A 
course  in  drawing,  independent  of  the  practical  work  in  the  shop, 
might  of  course  be  given  and  would  be  valuable.  But,  in  general, 
it  will  be  found  that  better  results  are  obtained  by  alternating 
and  correlating  it  with  shop  work.  The  amount  of  time  needed  for 
drawing  will  vary,  but  a fair  division  will  be  about  one-third  draw- 
ing, and  two-thirds  shop  practice. 

A full  course  in  drawing  should  include  the  following  topics  r 
Use  and  care  of  instruments;  geometric  constructions;  working 
drawings;  lettering;  orthographic  and  isometric  projections;  de- 
velopments, shading  and  right  line  shading;  conic  sections  and  in- 
tersections; machine  details;  architectural  details;  machine  and 
architectural  designs. 

The  following  articles  are  suggested  as  suitable  for  bench  work 
and  cabinet  making: 

Sand  paper  block,  knife  sharpener,  key  rack,  broom  holder,  neck- 
tie rack,  towel  rack,  book  shelf,  medicine  cabinet,  bench  hook,  shoe 
blacking  cabinet,  taboret,  candle  stick,  magazine  rack,  pedestal, 
picture  frame,  porch  stand,  library  stand,  library  table,  book  case, 
piano  bench,  music  cabinet,  tool  box,  shirt  waist  box,  rocking  chair, 
porch  swing,  Morris  chair,  camp  chair,  umbrella  stand,  hall  tree, 
clock,  coat  hanger,  thermometer  back,  boxes  for  handkerchiefs, 
gloves,  etc.,  ironing  board,  sleeve  board,  screens,  kites.  (For  other 
models  see  list  suggested  under  4 ‘Manual  Training  in  Country  and 
Village  Schools.”)  % 

The  metal  work  indicated  for  the  third  year  is  such  as  can  be 
done  without  a large  or  costly  equipment.  It  would  include  chip- 
ping and  filing,  fitting,  bending,  soldering,  and  hammering  of  cop- 
per, and  brass.  There  are  any  number  of  exercises  under  each  of 


54 


High  School  Manual 


these  operations,  but  selections  should  be  made  from  some  good  text- 
book on  the  subject.  The  materials  to  be  used  are  iron,  steel,  malle- 
able iron,  copper,  brass,  tin  and  wire. 

The  metal  work  for  the  fourth  year  is  of  such  kind  that  but  lit- 
tle can  be  said  by  way  of  description.  It  cannot  be  undertaken 
without  extensive  equipment  and  under  the  direction  of  an  experi- 
enced instructor.  It  will  include  forging,  molding,  and  casting, 
and  all  forms  of  machine  work  necessary  to  prepare  the  part  of  a 
machine  for  its  particular  use. 

Instead  of  this  year’s  work  in  metals,  more  advanced  work  may 
be  done  in  cabinet  making,  pattern  making,  and  metal  working  of 
the  type  suggested  for  third  year. 

FREEHAND  DRAWING. 

One  hour  a week  for  the  entire  period  of  four  years  is  required 
in  this  course.  The  following  outline  is  merely  suggestive. 

1.  Representation,  (a)  color,  (b)  mass,  (c)  line:  Purpose, — 
(a)  Better  acquaintance  with  nature,  (b)  Conception  of  things  as 
wholes,  (c)  Ability  to  see  proportion. 

2.  Method. — (a)  Silhouettes — landscape,  figure,  still  life,  (b) 
Two-tone  drawings  from  cast,  (c)  Details  from  nature — trees, 
plants,  still  life,  figure. 

3.  Media, — charcoal,  water  coloring  wash,  pencil. 

4.  Related  to  other  subjects, — botany,  study  of  plants. 

5.  Related  to  industry, — bookmaking,  illustrations,  textiles. 

CONSTRUCTIVE  DESIGNING  AND  MECHANICAL  DRAWING. 

One  Year. 

The  work  in  designing  and  mechanical  drawing  should  be  con- 
tinuous throughout  the  last  two  years  of  the  high  school  course. 
Free  hand  drawing  in  the  preceding  years  is  a prerequisite.  There 
should  be  three  recitations  per  week,  which  should  represent  about 
five  hours  of  work  per  week. 

The  drawings  should  be  made  on  drawing  paper  8 x 10,  and 
properly  fill  the  page  with  not  more  than  two  drawings  on  a 
page.  The  drawings  may  be  in  pencil,  crayon,  charcoal,  pen  and 
ink,  or  water  colors.  There  should  be  free  hand  drawings  guided 
by  the  eye  and  hand  alone  and  instrumental  drawings  guided 
by  mechanical  means.  The  work  should  include: 


and  Course  of  Study. 


55 


I.  Designing  and  ornamentation. 

1.  Purpose, — (a)  Appreciation  of  beauty  in  spacing  line, 
tone,  and  base,  (b)  Cultivation  of  sense  of  fitness  with  reference 
to  material  and  use  of  object,  (c)  Skill  in  combining  colors, 
(d)  To  give  definite  concepts  and  names  for  them,  (e)  To  give 
experience  in  the  use  of  pigments. 

2.  Method, — (a)  Play  with  pure  pigment,  (b)  Study  of  huer 
value  of  intensity,  (c)  Color  nomenclature,  (d)  Analysis  of  color.. 

3.  Relation  to  'other  subjects. — Pottery — working  designs; 
Woodworking — working  designs;  Metal  working — working  de- 
signs; Leatherworking;  Physics, — spectrum. 

4.  Relation  to  industry, — (a)  architecture,  (b)  furniture  mak- 
ing, (c)  use  of  metal,  (d)  leather,  (e)  tiling. 

II.  Constructive  drawing,  including  lettering,  geometrical  con- 
structions, projection  lines,  projection  of  plane  surfaces,  pro- 
jection of  regular  solids,  projection  of  regular  solids  turned  at  the 
various  angles  and  truncated,  intersection  of  regular  solids,  develop- 
ment of  surfaces  of  regular  solids  and  truncated  solids,  develop- 
ment of  screw,  thread,  standard  bolts  and  nuts,  pulleys,  etc. 

COMMERCIAL  BRANCHES. 

General  Suggestions. 

It  should  never  be  forgotten  that  the  aim  of  these  courses  is 
practical  and  useful.  The  public  schools  can  and  should  turn  out 
better  bookkeepers  and  stenographers  than  those  now  coming  from 
the  private  schools.  If  this  is  to  be  done,  however,  the  instruction 
must  be  of  a very  high  class, — always  clear,  definite,  and  exact.  It 
should  result  in  a ready  and  usable  knowledge ; and  the  immediate 
and  useful  phases  of  the  subjects  taught  should  never  be  sacrificed 
to  the  more  remote  phases,  or  those  of  less  certain  value.  Book- 
keeping should  make  a boy  able  to  do  the  actual  work  of  keeping 
books,  and  typewriting  and  stenography  should  make  the  students 
quick,  careful  and  accurate  in  those  arts. 

COMMERCIAL  ARITHMETIC. 

It  should  begin  with  a thorough  review  of  notation  and  num- 
eration, addition,  subtraction,  multiplication  ,and  division,  in  the 
first  year. 

Instruction  in  this  subject  is  assigned  to  the  first  half  of  the 


56 


High  School  Manual 


latter  four  of  which  extensive  drills  are  to  be  given  with  a view 
to  securing-  a high  degree  of  accuracy  and  rapidity.  Teach  the  ad- 
dition of  two  columns  at  once.  Give  a careful  review  of  fractions, 
in  which  the  aim  is  not  so  much  to  secure  the  ability  to  manipulate 
long  and  complex  fractions  as  it  is  to  get  a thorough  understanding 
and  a high  proficiency  in  the  matter  of  the  use  of  simple  ones. 
Cover  the  subjects  of  decimals,  percentage  and  its  applications, 
measurements,  etc.,  very  thoroughly,  but  with  reference  only  to 
such  forms  and  processes  as  are  in  actual  use  at  present  in  modern 
business  and  commerce.  In  interest  and  other  applications  of 
percentage,  wherever  possible,  have  students  draw  up  notes,  drafts, 
checks,  and  other  current  forms,  and  base  problems  upon  these. 
Problems  relating  to  local  industries  and  conditions  are  useful  for 
the  purpose  of  stimulating  interest  and  making  the  work  more 
valuable.  Do  not  hesitate  to  minimize  the  amount  of  attention 
given  to  obsolete  or  unusual  topics  and  forms,  as  for  example,  days 
of  grace  in  interest  transactions. 

COMMERCIAL  GEOGRAPHY. 

This  subject  is  assigned  to  the  second  half  of  the  first  year.  Vi- 
tality and  interest  should  be  given  to  instruction  by  connecting 
it  as  much  as  possible  with  the  actual  life  of  the  con: muni ly.  Show 
where  the  coal,  gas,  oil,  lumber,  or  other  products  of  your  vicin- 
ity find  their  markets,  and  what  comes  back  in  return.  Study 
especially  the  trade  routes  by  which  these  reach  their  markets,  and 
the  means  of  transportation  in  their  relation  to  our  state  indus- 
tries. In  every  possible  instance  give  the  work  some  local  bearing 
or  relation. 

Secure  the  best  modern  texts  for  reference  and  class  use.  Much 
valuable  material  can  be  found  in  reports  of  the  state  and  national 
govermental  departments,  the  reports  of  various  boards  of  trade, 
magazine  articles,  and  similar  sources.  Pupils  should  do  some 
supplementary  reading  under  the  direction  of  the  instructor. 

TYPEWRITING. 

The  lessons  in  this  subject  should  follow  a very  definite  and 
carefully  planned  system,  as  given  in  text-books,  or  in  the  series  of 
lessons  prepared  by  some  of  the  type- writer  compares.  The  touch 
system,  so-called,  should  be  used.  The  two  principal  kinds  of  ma- 
chines in  common  use  are  the  double  and  single  keyboards.  Practice 


and  Course  of  Study. 


57 


should  be  given  on  both  of  these  if  possible.  Most  of  the  time  should 
be  given  to  the  shift  key  machines  as  they  are  more  largely  in  use 
than  the  others.  The  invisible  machines  have  gone  almost  complete- 
ly out  of  use  and  little  time  should  be  given  them. 

First  Year. 

From  the  first  use  of  the  machine  insist  upon  neat  and  accurate 
work.  During  this  year  discourage  all  attempts  at  speed,  but  let 
the  whole  attention  be  given  to  securing  accuracy  and  good  form. 
No  pupil  should  be  allowed  to  take  a lesson  in  advance  until  the 
preceding  lesson  has  been  prepared  absolutely  without  error  and  in 
perfect  form.  During  this  year  the  pupil  should  not  be  allowed  to 
use,  or  even  keep,  an  eraser,  but  should  re-copy  all  lessons  in  which 
errors  have  been  made.  The  teacher  will  find  the  system  of  grad- 
ing issued  by  the  U.  S.  Civil  Service  Commission  in  the  pamphlet 
of  Instructions  to  Stenographers  quite  useful. 

Second  Year. 

After  the  student  has  mastered  the  mechanical  features  of  the 
work  and  gained  a fair  proficiency  in  the  use  of  the  machine  in 
regard  to  neatness  and  good  form  he  may  take  up  special  instruc- 
tion and  exercises  along  the  following  lines : 

Duplicating  and  manifolding. 

Erasures. 

Tabulating  and  the  making  out  of  bills  and  other  commercial 
forms. 

Legal  forms. 

Programs,  tables  of  contents,  etc. 

Specifications,  testimony,  etc.,  with  covers  and  titles. 

Forms  too  long  for  the  carriage. 

Addresses  in  various  forms. 

Letters  and  miscellaneous  work  of  various  kinds. 

During  this  year  some  attention  may  be  given  to  the  matter  of 
speed,  but  never  at  the  sacrifice  of  accuracy  or  neatness.  Letters 
from  officials,  business  houses,  etc.,  should  be  given  the  class  or 
secured  by  its  members  for  imitation  or  criticism. 

Throughout  the  whole  course  each  student  should  be  required 
to  attend  to  the  matter  of  keeping  the  typewriter  in  good  me- 
chanical condition.  Visiting  agents  will  sometimes  give  informal 
lectures  and  demonstrations  which  will  aid  in  this  direction. 


58 


High  School  Manual 


BOOKKEEPING. 

Any  deficiency  in  the  pupil’s  knowledge  of  the  essential  parts  of 
arithmetic,  or  in  his  proficiency  in  its  essential  processes,  that  may 
become  evident  during  this  course  should  be  remedied  by  appropri- 
ate reviews  and  drills.  Some  work  in  rapid  calculating  may  well 
be  made  a regular  part  of  the  study.  In  the  earlier  part  of  the 
work  errors  should  be  ruled  out  with  red  ink  and  corrections  in- 
terlined, instead  of  allowing  erasures.  Subsequently,  off-setting 
and  correcting  entries  should  be  used  for  this  purpose.  The  legal 
status  of  the  various  books  used  should  be  taught,  with  the  facts 
relating  to  the  effect  erasures  or  other  faults  might  have  in  case 
the  books  were  involved  in  some  case  at  law.  In  cases  where  the 
instruction  is  largely  individual  and  follows  some  of  the  so-called 
‘‘budget  systems”  the  teacher  should  give  oral  tests  and  quizzes 
frequently  to  test  the  work.  In  all  transactions,  in  making  out 
business  forms,  etc.,  the  student  should  be  required  to  use  the 
same  absolute  honesty  and  accuracy  that  he  will  be  expected  to 
observe  in  actual  business  life. 

First  Year. 

The  object  of  this  year’s  work  is  to  increase  the  pupil’s  knowl- 
edge of  business  forms,  papers,  and  practices;  to  increase  his  pro- 
ficiency in  essential  arithmetical  calculations;  and  to  instruct  him 
in  the  science  and  the  art  of  recording  simple  business  transac- 
tions in  approved  forms,  and  to  prepare  the  statements  or  balance 
sheets  that  show  the  results  of  these  things. 

Calculations.  As  much  drill  as  seems  necessary  upon  the  ele- 
mentary processes  of  addition,  subtraction,  etc.,  practical  measure- 
ments ; fractions ; the  various  kinds  of  discounts ; interest ; commis- 
sion ; partnership ; etc.  The  pupil  by  this  time  should  understand 
the  principles  involved  in  these  topics,  and  the  drills  given  should 
be  towards  securing  rapidity  and  accuracy  in  his  calculations. 

Business  Forms.  Practice  designed  to  secure  complete  familiar- 
ity with  such  forms  as  notes,  bills,  statements,  account  sales,  tele- 
grams, receipts,  due-bills  and  credit  memoranda,  checks,  endorse- 
ments, etc.  Students  should  be  able  to  write  many  of  these  upon 
blank  paper. 

Account-keeping.  Practice  in  opening  and  closing  simple  sets 
of  transactions  in  both  single  and  double  entry,  in  changing  from 
one  system  to  the  other,  with  an  undertsanding  of  the  chief  differ- 
ences between  the  two  systems.  The  pupil  should  be  intimately  ac- 


and  Course  of  Study. 


59 


quainted  with  the  forms  and  uses  of  the  following  books,  and 
should  be  able  to  make  the  standard  rulings  for  them  on  blank 
paper : 

Journal-daybook.  Balance  sheet  book. 

Cash  book.  Bank  pass  book. 

Sales  book.  Notes  book. 

Invoice  book.  Check  book. 

Ledger. 

Students  should  be  able  to  make  off  trial  balances,  statements  of 
resources  and  liabilities,  of  losses  and  gains,  etc. 


Second  Tear. 

In  larger  high  schools,  with  more  specialized  courses,  a second 
year’s  work  in  this  branch  might  continue  the  work  of  the  pre- 
vious year  as  follows : 

A somewhat  higher  degree  of  technical  knowledge  and  skill  will 
be  acquired  and  some  specialized  forms  of  bookkeeping  may' be  ad- 
vantageously studied,  such  as  those  kinds  of  business  requiring 
peculiar  systems  of  ruling  in  the  books  used.  Some  of  these  might 
be  as  follows : Commission  business,  requiring  sales  and  cash  book 
with  extra  columns,  consignment  ledger,  shipment  ledger,  main 
ledger,  etc.  Some  attention  may  be  given  to  loose  leaf  ledgers, 
card  ledgers,  etc.  Later  in  the  year  if  time  be  available  some  in- 
struction may  be  given  in  corporation  and  bank  accounting. 

STENOGRAPHY. 


First  Tear. 

Too  much  stress  can  not  be  laid  on  correctness  and  uniformity. 
No  attempt  should  be  made  at  first  to  secure  speed.  If  classes  are 
large,  use  may  be  made  of  the  blackboard  to  advantage,  and  notes 
of  pupils  should  be  uniform  enough  to  allow  exchanges  of  papers 
to  be  made  among  pupils  for  purposes  of  study,  criticism,  and  cor- 
rection. From  the  first  the  proper  amount  of  dictation  should  be 
given.  Continual  and  constant  review  and  drill  should  be  given. 
Sight  reading  and  other  devices  should  be  used  to  arouse  and 
maintain  interest.  It  is  not  advisable  to  correlate  work  in  type- 
writing and  stenography  during  the  first  year.  Constant  reference 
to  the  printed  form  of  symbols  should  be  made,  as  by  trusting  to 
memory  incorrect  forms  may  get  fixed  in  the  mind. 


60 


High  School  Manual 


Second  Year. 

In  schools  with  sufficient  equipment  and  means  for  elaborate 
and  highly  specialized  courses  a second  year’s  work  may  be  given. 
Begin  with  a careful  review  of  the  manual.  Then  begin  a care- 
fully graded  reader  in  the  system  used.  Base  work  upon  this,  for 
copying,  blackboard  work,  etc.  After  the  completion  of  the  work 
in  the  reader  a carefully  edited  dictation  text  may  be  taken  up. 
Attention  may  gradually  be  given  to  the  matter  of  speed,  and  by 
the  end  of  the  year  an  average  of  a hundred  words  a minute  on 
matter  of  moderate  difficulty  may  be  expected. 

COMMERCIAL  LAW. 

A term  in  this  subject  is  offered  during  the  last  year.  Some  good 
elementary  text-book  should  be  followed,  and  attention  in  general 
should  be  concentrated  in  a definite  way  upon  the  practical  and 
useful  aspects  of  the  subject.  Lectures  of  a rather  informal  sort 
by  representative  attorneys  of  the  community  may  often  be  secured 
and  will  add  to  the  value  and  interest  of  the  work. 


AGRICULTURAL  COURSE  FOR  RURAL*  HIGH  SCHOOLS. 

Many  of  the  new  high  schools  now  being  established  in  West  Vir- 
ginia are  rural,  and  the  chief  function  of  such  schools  should  be  to 
meet  the  needs  of  the  community. 

The  following  outline  is  suggested  in  connection  with  the  text. 
The  material  is  arranged  for  a four  year  course.  If  the  school 
offers  but  one,  two,  or  three  years’  work  in  the  subject,  the  teacher 
may  select  such  material  from  the  outline  as  will  be  best  suited  to 
the  pupils  and  the  particular  needs  of  the  commuinty. 


First  Semester.  Second  Semester. 


First 

English  (5) 

Algebra  (5) 

Biology — Zoology  (5) 

Domestic  Animals  and  Their 
Products  (5) 

Music  and  Drawing  — Elec- 
tive (2) 

Shop  work  or  Domestic  Science 
Elective  (3) 


Year. 

English  (5) 

Algebra  (5) 

Biology — Botany  (5) 

Forest,  Orchard  and  Garden  (5) 

Music  and  Drawing  — Elec- 
tive (2) 

Shop  Work  or  Domestic  Science 
Elective  (3) 


and  Course  of  Study. 


61 


English  (5) 

Geometry  (5) 

Foreign  Language  (5) 

Agronomy — Farm  Crops  (5) 

Music  and  Drawing — Elect.  (2) 
Shop  Work  or  Domestic  Science 
Elective  (3) 

Third 

English  (3) 

Farm  Mechanics  (2) 

Foreign  Language  (5) 

Physics  (5) 

English  History  (5) 

Shop  Work  or  Domestic  Science 
Elective  (2) 


Year. 

English  (5) 

Geometry  (5) 

Foreign  Language  (5) 
Agronomy — Soil  Elements 

and  Crop  Production  (5) 
Music  and  Drawing — Elect.  (2) 
Shop  Work  or  Domestic  Science 
Elective  (3) 

Year. 

English  (3) 

Farm  Management  (2) 

Foreign  Language  (5) 

Physics  (5) 

E n glish  History  ( 5 ) 

Shop  Work  or  Domestic , Science 
Elective  (2) 


English  (2) 

Special  Agriculture — Elect.  (3) 

U.  S.  History  (3) 

Civics  (2) 

Chemistry  (5) 

Com.  Arith.  and  Bk.  (5) 

Shop  Work  or  Domestic  Science 
Elective  (2) 


Year. 

English  (2) 

Plant  and  Animal  Improve- 
ment (3) 

U.  S.  History  (3) 

Civics — Country  Life  Move- 
ment (2) 

Chemistry  (5) 

Com.  Arith.  and  Bk.  (5) 

Shop  Work  or  Domestic  Science 
Elective  (2) 


First  Year — First  Semester. 

Domestic  Animals  and  Their  Products. 

I.  Horses. 

1.  Types  and  breeds  of  horses. 

2.  The  anatomy  of  horses,  studies  from  chart  or  skeleton. 

3.  Practice  in  judging  horses. 

4.  Points  in  good  horsemanship. 

5.  Care  of  horses. 

6.  Feeding  and  watering  horses. 

7.  Common  diseases  of  farm  horses,  and  what  to  do. 


62 


High  School  Manual 


II.  Cattle. 

1.  Types  and  breeds  of  cattle. 

2.  Practice  in  judging  cattle. 

3.  Identification  of  common  breeds. 

4.  Some  cattle  diseases,  and  how  to  treat. 

III.  Sheep. 

1.  Coarse  and  fine  wool  sheep  contrasted  both  for  mutton  and 

wool. 

2.  Care  of  sheep. 

3.  Judging  sheep. 

IV.  Hogs. 

1.  Market  types  of  hogs. 

2.  Identification  of  breeds. 

3.  Practice  in  judging  hogs. 

V.  Poultry. 

1.  The  common  breeds  of  chickens. 

2.  Points  of  excellence  in  breeds  . 

3.  Care  of  poultry. 

4.  Construction  of  poultry  houses. 

5.  Use  of  the  incubator  and  the  production  of  spring  chickens. 

VI.  Animal  Products. 

(May  be  studied  with  the  animal  producing.) 

1.  Milk,  composition ; use  of  Babcock  tester ; care  in  handling ; 

butter  and  cheese. 

2.  Beef,  production ; different  cuts  of  meat ; cost  and  compara- 

tive values. 

3.  Wool;  coarse  and  fine. 

4.  Eggs;  feeding  to  produce. 

VII.  Feeds  and  Feeding. 

1.  Function  and  need  of  food. 

2.  Balanced  rations  and  nutritive  ratio,  for  various  animals. 

3.  Silage  and  its  use. 

4.  Carbo-hydrate,  protein,  and  roughage  foods. 

References. 

Types  and  Breeds  of  Farm  Animals — Plum — Ginn  & 

Co.,  New  York 


$2.00 


and  Course  of  Study. 


63 


Studies  of  Farm  Animals — Davenport — Ginn  & Co., 

New  York  

Elements  of  Agriculture — Warren — Macmillan  Co., 

New  York  

Breeders  Gazette — Chicago — Per  year  

Feeds  and  Feeding — Henry — Orange,  Judd  Co.,  New 

York  

Diseases  of  Farm  Animals — Laws — Orange,  Judd  Co., 

New  York  

Milk  and  Its  Products — Wing — Orange,  Judd  Co.,  New 
York  


2.50 

1.10 

2.00 

2.00 

3.00 

1.50 


First  Year — Second  Semester. 

Elements  of  Forestry  ( Six  Weeks.) 

I.  Necessity  for  forest  conservation.  Influence  of  forests  on 

soils  and  stream  flow,  and  water  supply.  The  wood-lot,  a 
farm  crop,  whose  resources  are  to  be  managed  wisely 

II.  Principles  of  General  Forestry. 

1.  Life  history  of  trees,  with  studies  of  structure,  nutrition, 

and  growth. 

2.  Influences  which  affect  tree  growth,  such  as  temperature, 

moisture,  soils,  light,  other  trees,  etc. 

3.  Studies  of  principal  tree  species  of  the  community,  silvical 

qualities. 

4.  The  forest  as  a tree  society,  and  the  struggle  for  existence. 

with  effects  upon  development  of  trees. 

5.  Enemies  of  forests,  fire,  insects,  diseases  and  bad  lumbering. 

6.  Influence  of  forest  on  climates,  water  supply,  stream  flow, 
and  soil. 

III.  The  Farm  Wood-lot. 

1.  Relation  of  wood-lot  to  the  farm;  origin,  condition  and  ex- 

tent of  wood-lots;  trees  as  farm  crops. 

2.  Methods  of  measuring  the  wood  crop,  both  as  standing 

timber  and  in  logs.  Field  Irips  for  actual  practice. 

3.  Wood-lot  management;  how  and  when  to  cut  trees;  what 

trees  to  cut  and  what  to  leave;  methods  of  improving 
the  wood-lot;  marketing  lumber;  planting  trees;  and 
protecting  the  wood  crop  from  enemies. 


64 


High  School  Manual 


4.  Practical  studies  of  given  wood-lots : 

(a)  Species  predominating. 

(b)  Age. 

(c)  Density. 

(d)  Condition  of  stand. 

(e)  Reproduction. 

(f)  Protection  given. 

(g)  Maturity  and  market  facilities — estimated  stand 

of  mature  timber. 

(h)  Advice  to  owner,  as  to  improvements  needed. 

Trips  should  be  made  to  a forest  to  study  these 

points  first  hand. 

References. 

First  Book  of  Forestry — Roth — Ginn  & Co.,  New  York. . .75 

A Course  in  Elementary  Forestry — Forest  Service, 
Washington,  D.  C. 

The  Land  We  Live  In — Small,  Maynard  & Co.,  Boston, 

Mass 1.50 

The  Orchard  and  Garden. 

I.  Locating  and  Laying  out  the  Orchard. 

1.  Preparation  of  the  ground. 

2.  Selecting  the  nursery  stock. 

II.  Planting  the  Orchard. 

1.  Preparation  of  the  trees  for  planting. 

2.  Setting  the  trees. 

3.  Care  of  the  transplanted  trees. 

III.  Pruning. 

1.  Principles  of  pruning. 

2.  Pruning  young  and  old  trees. 

3.  Pruning  fruit  and  ornamental  trees. 

IY.  Grafting. 

1.  Top  grafting  of  apple  trees. 

2.  Root  and  crown  grafting. 

3.  Various  methods  of  grafting  and  budding. 

Y.  Spraying. 

1.  Common  fungous  and  insect  enemies  of  tree  and  fruit. 

2.  Spraying  materials. 


and  Course  of  Study. 


• 65 


3.  Making  spray  mixtures. 

4.  Spraying  for  codling  moth  and  other  insects  and  diseases. 

5.  Practical  demonstrations  of  spraying. 

VI.  Picking,  Storing  and  Marketing  Fruit. 

VII.  The  Garden. 

1.  Laying  out  and  planting  home  gardens. 

2.  Preparation  of  garden  land. 

3.  Planting  home  and  school  gardens. 

4.  Transplanting  and  thinning. 

5.  Forcing  garden  vegetables. 

6.  Fertilization  of  flowers. 

7.  Small  fruits  in  the  garden. 

8.  Cultural  requirements  of  the  leading,  vegetables. 

9.  Growing  ornamental  plants. 

10.  Beautifying  home  and  , school  grounds. 


References. 

Principles  of  Fruit  Growing — Bailey — Macmillan  & Co., 


Orcharding  on  Rough  Land — Moore — S.  W.  Moore,  Gal- 

lipolis  Ferry,  W.  Va. 1.50 

The  Nursery  Book — Bailey — Orange- Judd  Co.,  Chicago  1.25 
Manual  of  Gardening — Bailey — Macmillan  & Co.,  New 

York  1.25 


Second  Year — First  Semester. 

Agronomy.  Farm  Crops. 

I.  Grains. 

1.  Wheat.  Description  of  varieties;  grading;  market  stand- 

ards; the  proper  seedbed  for  wheat;  testing  varieties 
in  experimental  plots. 

2.  Same  for  oats. 

3.  Corn.  Description  of  varieties;  judging  and  use  of  seed 

corn.  Selecting  and  storing  seed  corn. 

4.  Botanical  relations  of  the  grain  crops. 

5.  Insects  and  fungous  diseases  of  the  staple  grain  crops. 


II.  Legumes. 

1.  Identify  and  describe  as  many  of  the  following  as  are 
available : Alfalfa,  red  clover,  alsike  clover,  cow  peas, 
soy  beans,  vetch  and  field  peas. 


66 


High  School  Manual 


2.  Effects  of  legumes  on  soil  fertility. 

3.  Value  as  food  for  farm  animals. 

4.  Botanical  relations  of  legumes. 

III.  Grasses. 

1.  Identify  and  describe  the  following  grasses:  Timothy, 

blue-grass,  orchard  grass,  red  top,  millet,  sorghum,  rye 
and  wheat. 

2.  Uses  of  grasses  for  grain,  hay  and  pastures. 

3.  Botanical  studies  of  grasses. 

IV.  Weeds. 

1.  Identify  twenty-five  common  weeds.  Collect  samples  of 

weed  seeds. 

2.  Judge  clover  and  alfalfa  seeds  for  purity. 

3.  Make  germination  tests  of  weed  seeds. 

4.  Describe  common  weeds  as  to  stem,  leaf,  seed,  flower,  root 

and  habit  of  growth. 

5.  Methods  of  eradicating  different  weeds. 

V.  Harvesting  Farm  Crops. 

1.  Make  tables  of  actual  neighborhood  yields  of  the  standard 

farm  crops. 

2.  Make  tables  of  prices  of  farm  crops  for  the  past  five  years. 

3.  Reports  upon  methods  of  harvesting  farm  crops. 

References. 

The  Cereals  of  America — Hunt — Orange,  Judd  Co.,  Chi- 


cago   $1.75 

The  Book  of  Corn — Myrick — Orange,  Judd  Co.,  Chicago  1.50 
Grasses,  Clovers  and  Forage  Plants — Shaw — Orange, 

Judd  Co.,  Chicago,  (three  books)  each 1.00 

Alfalfa — Coburn — Orange,  Judd  Co.,  Chicago 50 


Second  Year — Second  Semester. 

Agronomy.  Soil  Elements  and  Crop  Production. 

I.  Soil  Physics. 

1.  Formation  and  classification  of  soils.  Collect  samples  of 
soils. 

2.  Experiments  to  study  the  water  relations  of  soil — capillar- 

ity, drainage,  soil  mulch,  filtration,  etc. 


and  Course  of  Study. 


67 


3.  Effects  of  lime  on  soils. 

4.  Influences  affecting  temperature  of  soils.  Effects  of 

freezing. 

5.  Tillage  and  its  influence  on  conditions  for  germination  and 
growth  of  plants. 


II.  Soil  Fertility. 

1.  Elements  of  fertility  in  soil. 

2.  Commercial  fertilizers  and  farm-yard  manures. 

3.  Experiments  wTith  plots  of  ground,  using  no  treatment,  all 

possible  combinations  of  the  commercial  fertilizers  and 
manures,  upon  others  to  note  the  effect  upon  the  crops 
used  in  rotation  on  the  plots  from  year  to  year. 

4.  Humus  and  its  importance  in  the  soil. 

5.  The  relation  of  tillage  to  soil  fertility. 

6.  Crop  rotation  and  soil  fertility. 

7.  Critical  study  of  the  yields  and  farm  practices  of  the  com- 

munity. 

8.  The  National  Soil  Fertility  League. 


III.  Crop  Production. 

1.  Planting.  Thick  and  thin  seeding  of  oats  or  corn.  Meth- 

ods of  planting  potatoes.  Preparation  of  seed  beds. 

2.  Cultivation.  Purposes  of  cultivation.  Methods  of  culti- 

vation. Shallow  and  deep  cultivation.  The  soil  mulch. 
Excursions  to  fields  to  note  effects  of  various  methods. 

3.  Growth  of  plants.  Study  of  the  root  systems  of  corn  and 

other  field  crops.  Rate  of  growth  of  corn.  Factors  in- 
fluencing plant  growth.  Insects  and  fungus  diseases  in- 
juring growth. 


References. 

The  Soil — King — Orange,  Judd  Co.,  Chicago  

Soil  Fertility  and  Permanent  Agriculture — Hopkins — 

Ginn  & Co.,  New  York  

How  Crops  Feed — Johnson — Orange,  Judd  Co.,  Chi- 
cago   

The  Fertility  of  the  Land — Roberts — Orange,  Judd  Co., 

Chicago  

Farmers  * Bulletins  Nos.  35,  91,  129,  132,  229  and  249,  U. 
S.  Department  of  Agriculture,  Washington,  D .C. 


$1.50 


2.00 

1.50 

1.50 


68 


High  School  Manual 


Third  Year — First  or  Second  Semester. 

Farm  Management. 

I.  Farm  Accounts. 

1.  Farm  book-keeping. 

2.  Cost  of  keeping  farm  animals. 

3.  Crop  records. 

4.  Insurance,  taxes,  etc. 

II.  The  Farmstead. 

1.  Arrangement  of  fields,  and  location  of  buildings. 

2.  Proportion  of  animal,  machine,  and  building  equipments 

to  size  of  the  farm. 

3.  Each  student  should  design  a farmstead — the  fields,  drives, 

buildings,  equipment,  etc. 

III.  Systems  of  Cropping  and  of  Live  Stock  Husbandry. 

1.  Systems  of  crop  rotation. 

2.  Live  stock  farming. 

3.  Fruit  farming. 

4.  General  farming. 

Farm  Machinery . 

I General  Care  of  Farm  Machinery. 

II.  Detail  Study  of  the  Plow. 

1.  Taking  down  and  setting  up  of  a plow,  or  other  imple- 

ment. 

2.  Adjustment  of  plow  for  deep  or  shallow  plowing  and  for 

wide  or  narrow  furrow. 

III.  The  Gasoline  Engine. 

IY.  Concrete  Construction. 

V.  Drainage.  Various  Systems. 

VI.  Reports  on  Special  Subjects. 


References.  ; 

Farm  Dwellings — Wing. 

The  Farmstead — Roberts — Orange,  Judd  Co. 


$.50 


and  Course  of  Study. 


69 


Country  Life  in  America — Periodical. 

Farm  Machinery  and  Motors — Davidson  and  Chase — 

Orange,  Judd  Co 

Concrete  Construction  about  the  Farm — Portland  Ce- 
ment Co. 

Farm  Drainage — Elliot — Orange,  Judd  Co 

Sanitation  of  Country  Houses — Bashore — Wiley  & Co., 
New  York  


2.00 

1.00 

1.00 


Fourth  Tear — First  Semester — Elective  Agriculture. 

Plants  and  Animal  Improvement. 

I.  Origin  and  History  of  Domestic  Animals. 

II.  Natural  Selection  Among  Animals. 

1.  Improvement  by  selection. 

2.  Heredity. 

III.  Principles  of  Breeding. 

1.  In-breeding  and  cross-breeding. 

2.  Cross  fertilization  of  corn,  artificial  and  natural. 

3.  Selection  as  a method  of  improving  grain. 

4.  Freaks  among  plants  and  animals. 

5.  Fixing  desired  characteristics. 

References. 

Animals  and  Plants — Davenport — Ginn  & Co $1.25 

Elements  of  Agriculture — Warren — Macmillan  & Co...  1.10 

Country  Life  Movement. 

{In  connection  with  Civics  in  Second  Semester.) 

I.  Country  Life  Institutions. 

1.  School. 

2.  Church. 

3.  Grange. 

4.  Home. 

II.  Modern  Improvements  and  Conveniences  in  Country  Life. 

1.  Roads. 

2.  Rural  mail. 


70 


High  School  Manual 


3.  Telephone. 

4.  Automobile. 

5.  Running  water  in  the  house. 

III.  Agricultural  Education. 

1.  Farmers’  need  of  education. 

2.  Agriculture  in  public  schools. 

3.  Agricultural  extension  work  of  the  colleges. 

References. 

Chapters  on  Rural  Progress — Butterfield,  University  of 

Chicago  Press,  Chicago  $1.00 

Report  of  Country  Life  Commission 

The  Country  Life  Movement — Bailey — Macmillan  Co., 

New  York  1.25 


EXCERPTS  FROM  THE  SCHOOL  LAW. 

Sec.  79.  It  shall  be  the  duty  of  the  state  superintendent  of  free 
schools  to  prepare  and  distribute  a manual  containing  the  courses 
of  study  prescribed  by  the  committee  on  course  of  study  and 
such  other  matter  as  may  seem  necessary  to  enable  teachers  to 
carry  out  the  said  courses  of  study,  and  his  further  duty  to  see 
that  the  teachers  in  all  the  various  schools  follow  the  course  of 
study  so  prescribed ; he  shall  also  provide  for  the  examination 
and  graduation  of  pupils  who  satisfactorily  complete  the  said 
course  of  study,  and  shall  issue  diplomas  thereto. 

Sec.  131.  The  state  board  of  education  shall  perform  the  duties 
heretofore  performed  by  the  state  board  of  examiners  as  herein 
provided,  and  in  addition  thereto,  they  shall  constitute  a com- 
mittee on  course  of  study  and  as  such  committee,  shall  prescribe  a 
course  of  study  for  the  public  schools  of  the  state,  including  the 
district  schools,  and  define  the  relations  that  each  shall  bear  to  the 
ethers. 


